The history of religions reveals the existence of some form of sectarianization in all major religions. Sect is the manifestation of religion in society, which has a social character that includes different understandings and practices. This rule also applies to the Islamic religion. Accordingly, there are differentiations in many areas such as belief, worship, understanding and lifestyle in Islamic societies. Political, social, economic, historical, cultural, geographical, etc. reasons have been effective in these differentiations. In addition, these differentiations are an important reason for some problems in Muslim societies in the past and today. At this point, we can express the main problem as the sect replacing religion and identifying it with religion. However, sects are human formations. They emerged as a result of differentiations in the understanding of religion. No sect can be identified with religion. Religious Culture and Moral Knowledge (RCMK) course is a compulsory course taken by all individuals in our country. Considering the life of the individual and society, it is an important tool for religious education and teaching. Accordingly, the RCMK course must meet the religious education needs of the individual and the society. One of the important tools that can meet the needs for understanding the sect phenomenon and the subject correctly is the RCMK course. In this framework, in the Religious Culture and Moral Knowledge course, the teaching of different interpretations (sects) in Islamic thought is taught in the 5th unit of the 7th grade of secondary schools under the title "Interpretations in Islamic Thought" and in the 5th unit of the 10th grade of high schools (secondary education) under the title "Theological, Political and Fiqhi Interpretations in Islamic Thought". The subject of this research has been determined as the examination of sectarian teaching in terms of teachers' opinions in the sense of different interpretations of Islamic thought in RMCK courses. In this context, the aim of the research is to determine and evaluate teachers' opinions on teaching sects in RCMK courses. In accordance with this purpose, the opinions of RCMK teachers were determined and evaluated in terms of factors affecting students' perceptions of the sect subject, the impact of the course on students' sect perceptions, the adequacy of textbooks on teaching sects, the points that teachers have the most difficulty in teaching sects and elements that should be considered in teaching sects. Qualitative method and phenomenological design was used in the research. The data of the research was obtained through a semi-structured interview form. Content analysis method was used to analyze the data. The data obtained from the teachers were coded, the codes obtained were divided into themes and categories, interpreted and presented to the reader. The results of this research, which uses a qualitative pattern and phenomenological method, cannot be generalized; the findings are the interpretation of the researcher and are limited to this study. According to the research findings, the following results were obtained: According to the participants, factors affecting students' perception of sects are family, environment, different practices, perception of religion, lack of knowledge and RCMK lessons were determined as themes. According to the participants, the effect of RCMK courses on the perception of sect was evaluated in two dimensions. First, the themes of the participants who said that the course positively affects the perception of sect were; determined as providing an understanding of the reason for the existence of the sect, increasing knowledge, and correcting erroneous and missing information. Secondly; Themes of the participants who said that the course negatively affects the perception of the sect; were determined as ineffective because it cannot touch the students, ineffective due to lack of knowledge, and ineffective because the program / curriculum is based on a single sect. The participants' opinions about the adequacy of textbooks in teaching sects were collected in 3 themes. The majority of the participants (21 teachers) think that textbooks are not sufficient in teaching the subject. 4 teachers state that the textbooks are partially sufficient. 5 of the participants think that the textbooks are sufficient in the teaching of the subject. The issues that the participants had difficulty in teaching the sect were grouped into 5 themes. These themes are inadequate explanation of the differences of opinion between sects, inability to overcome students' lack of knowledge, prejudices about the subject, inability to fully reveal the reason for the existence of the sect and perception of the sect as a religion. The participants' opinions about the elements that should be taken into consideration in teaching sects were collected in 4 themes. These themes are the sect's richness of thought and showing respectful attitude and behavior towards all kinds of views in this diversity, observing the differences between religions and sects, avoiding exclusionary attitudes and behaviors, and the difference between the true sect and the false sect.
