The theory-practice approach, which is one of the two accepted approaches in teacher training in many countries, is based on the expectation that the professional theoretical information given more intensely in the program will relate to learning activities by teacher candidates in a real classroom environment. However, in the formal learning process, the necessary application environment is not provided for the teacher candidates to transform the theoretical information given into a systematic and controlled practice, and sufficient time and opportunity cannot be provided. Depending on these reasons, the classroom management and discipline of pre-service teachers trained within the framework of this approach, using time effectively in the classroom, organizing and using appropriate educational environments, preparing and using the necessary course tools and materials, preparing the right questions in order to make an assessment appropriate for the objectives, motivating and perceiving individual differences etc. It has been observed that they frequently have problems in issues. In addition, prospective teachers' personality traits and value judgments are also effective in the education and training process. Values are persistent beliefs that indicate whether certain behaviors or outcomes are personally or socially acceptable. Values provide the formation of a person's personality. It gives the person the opportunity to overcome himself, to have a permanent and consistent belief and attitude on individual events. Values are the guiding factors in the education system. In this regard, Imam Hatip High School and Religious Culture and Moral Knowledge teachers who educate students to the faculties of Theology are among the primary elements that can be feedbacked about the proficiency levels and perceptions of teacher candidates who will graduate from the faculties of Theology. In the light of the above-mentioned, Osmaniye Korkut Ata University Faculty of Theology 2018-2019 Academic Year (100), who participated in the practice with teachers (30) who took part in the Teaching Practice course in Osmaniye, were surveyed to a group of 130 senior students, and today's Faculty of Theology The opinions of prospective teachers who graduated about education and teaching competencies and their opinions about value needs analysis were determined with open-ended questions and an evaluation was made based on the relationship between the opinions of the application teacher and the application student. As a result, it was determined that there was a significant relationship between the answers of both groups.
Keywords: Faculty of Theology, Value, Value Requirement, Professional Competence