The purpose of this article is to understand how the Secondary Education course on Prophet Muhammad’s Life, which is an elective course in the field of Religion, Morals and Values, is viewed by the course’s teachers and develop recommendations to increase the functionality of the course. Qualitative research methods were utilized in the study. In this context, the responses of 15 Religious Culture and Morality Studies (DKAB) teachers who taught the course on Prophet Muhammad’s Life in the central districts of the province of İzmir in Turkey to semi-structured questionnaire questions were analyzed. The data were collected by the researcher in February of the academic year of 2016-2017. The questions in the first part were structured towards knowing about the personal and professional characteristics of the teachers, while the second part was structured in a way to examine teacher views on the elements of curriculum development. In this case, it was aimed to reach the teachers’ views on the target and content of the curriculum, learning-teaching situations and the types of measurement and assessment that are used. As a result of the study, it was understood that the teachers viewed the presence of the course in the curriculum as a positive issue. In addition to this, the teachers did not find the content to have the quality to meet the interests and needs of the students, they experienced problems in the education-instruction process caused by the thematic nature of the curriculum, they required support in terms of accessing instruction materials or developing materials, and they could not implement the methods and principles of measurement-assessment in a healthy way.
Religion, Morals and Values Courses, Religious Education, Elective Courses, Course On Prophet Muhammad’s Life, Curriculum.