Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault

In this study, we aimed to investigate the educational beliefs revealed in teachers in the light of Michel Foucault's power-knowledge theory. We determined the participants of the research according to the purposive sampling method. The participants were 52 teachers in different provinces of Turkey and working in various fields. We conducted semi-structured interviews consisting of seven basic questions in three explanatory categories with the teachers. We analysed qualitative data through phenomenographic analysis. Two categories of educational beliefs for the explanatory category of "reproduced education" from the data and two categories of ways of describing, two categories of educational beliefs for the explanatory category of "reproduced teacher" and two categories of ways to describe, educational beliefs for the explanatory category of "power ideology" In terms of three categories and ways of describing, three categories were obtained. This study shows the educational beliefs revealed in teachers in terms of three parameters (education, teacher, ideology) chosen in line with the power-knowledge relations of Michel Foucault. The findings are thought to open up new horizons for us in order to see the changes that may occur in educational beliefs as a result of power-knowledge relations, as a result of education and its practitioners, which is the constitutive mechanism of our lives as well as our rights and acceptances, in today's world where everything becomes visible.

Cite this article as: Aksakallı, A., & Salar, R. (2023). Teachers’ beliefs on education revealed within the framework of power–knowledge relations by Michel Foucault. Educational Academic Research, 50, 1-13.