Meanings of The Value Concept of Formation Teacher Candidates

Yıl 2023, Cilt: 10 Sayı: 3, 55 - 71, 01.05.2023

Nusrettin Yılmaz , Neşe Kutlu Abu

https://doi.org/10.17275/per.23.44.10.3

Öz

The purpose of this study is to investigate the meanings assigned to the concept of value by students in higher education who are receiving pedagogical formation from various faculties. The qualitative research method was employed, an open-ended questionnaire was referred to and metaphors were utilized to collect data. The study group consists of 126 students who graduated from various faculties during the academic year of 2020-2021. Codings were resorted to with a view to conducting data analysis in the MAXQDA program. It has been determined that the majority of pre-service teachers view "value" as consisting of material and spiritual elements, behavior and rules, rare and sacred objects, and unifying and organizing societal standards. 75% of teacher candidates consider family, religious, and cultural values as their primary guiding principles. Respect, love, justice, tolerance, and professional dedication were described by the majority of pre-service teachers as the core values of the teaching profession. The students created value-related metaphors, revolving primarily around concrete items from nature. Most students identify respect, love, justice, tolerance, and professional commitment as the fundamental values of the teaching profession. The conclusion of the study was that family, religious, and cultural values influence students' value perceptions. The research findings were discussed considering the pertinent literature, and a number of recommendations were made.

Anahtar Kelimeler

teacher candidates, value education, pedagogical formation program students, teacher candidates, value education, pedagogical formation program students

Kaynakça

• Akbas, O. (2008). An overview of value education movements. Journal of Values Education, 6 (16), 9-27.
• Akıturk, H. K., & Kahraman, P. B. (2019). Opinions of pre-school teacher candidates on values education. Journal of Values Education, 17 (38), 267-294.
• Akhan, N. E., Subasi, E., & Acil, F. B. (2020). Pre-service teachers' views on root values. Journal of Education and New Approaches, 3 (2), 115-134.
• Akkutay, U. (2006). Investigation of high school senior students' views on social values. Unpublished master's thesis, Gazi University, Institute of Educational Sciences.
• Altinkurt, Y. & Yilmaz, K. (2011). Opinions of pre-service teachers about professional unethical behaviors of teachers. Mehmet Akif Ersoy University Journal of the Faculty of Education, 11(22), 113-128.
• Arslan, A. (2022). Examination of pre-school teachers' views on root values. Asya Studies, 6 (22), 29-44.
• Atmaca, F. İ. (2019). Examination of pre-school teachers' views on root values. Determination of the pedagogical formation education certificate program competencies of the students and the opinions of the academicians on the pedagogical formation education certificate program, Unpublished Master's Thesis, Balıkesir University.
• Ayaydin, Y., & Ayaydin, H. Y. (2018). Examining the role of social media in the value creation process with student views. Journal of Values Education, 16(35), 57-89.
• Aydın, M. (2003). Value perception of the youth: The case of Konya. Journal of Values Education, 1 (3), 121–144.
• Arslanoglu, I. (2005). An evaluation on Turkish values. Journal of the World of Philosophy, 41, 64-77.
• Baum, S., & McPherson, M. (2019). The human factor: The promise & limits of online education. Daedalus, 148(4), 235-254.
• Bilgin, N. ve Araz, A. (1995). Rokeach Value Inventory, N. Bilgin (Ed.), Methods and Practical Studies in Social Psychology. Istanbul: Sistem Publishing.
• Birkok, M. C. (2019). Values classification. Journal of Human Sciences, 16(2), 493-498.
• Botha, E. (2009). Why metaphor matters in education. South African Journal of Education. 29, 431-444.
• Brady, L. (2008). Strategies in values education: Horse or cart? Australian Journal of Teacher Education, 33(5), 81-89.
• Bilsky, W. & Schwartz, S. H. (1994). Values and personality. European Journal of Personality, 8(1), 163-181.
• Biesta, G. J. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29(5), 491-503.
• Bloor, M. ve Fiona, W. (2006). Keywords in Qualitative Methods. London: Sage Publication
• Calıskan, H. , Yildirim, Y. & Demirhan, E. (2021). The evaluation of values education project conducted by the context of nature education, Participatory Educational Research, 8 (3), 44-61. https://www. dx.doi.org/10.17275/per.21.53.8.3
• Cihan, N. (2014). Values education in schools and an overview of practice in Turkey. Turkish Studies, 9(2), 429-436.
• Cooper, D. (2014). Character education: A study of an elementary school leadership academy. Doctoral thesis. Wilmington University, North Carolina.
• Dilmac, B., Bozgeyikli, H., & Cikili, Y. (2008). Examination of teacher candidates' perceptions of value in terms of different variables. Journal of Values Education, 6 (16), 69-91.
• Dogan, O., Kutlu, D. & Seckin, Z. (2022). A study on the cyber-human values levels of university students using social media. Journal of the Faculty of Economics and Administrative Sciences of Kafkas University, 13 (25), 524-548. DOI: 10.36543/kauiibfd.2022.022
• Dogan, M. (2018). Investigation of adolescents' value orientations and the relationship between value orientations and internet addiction. International Journal of Social and Educational Sciences, 5 (10), 263-285. DOI: 10.20860/ijoses.475240
• Du Preez, P. & Roux, C. (2010). Human rights values or cultural values? Pursuing values to maintain positive discipline in multicultural schools. South African Journal of Education. 30, 13-26.
• Cengelci, T. (2010). A case study on the realization of values education in primary school fifth grade social studies course, Unpublished doctoral thesis, Anadolu University Institute of Educational Sciences, Eskisehir.
• Council of Higher Education (2021). Procedures and principles regarding the pedagogical formation education certificate program. https://www.yok.gov.tr/Sayfalar/Kurumsal/IdariBirimler/egitim_ogretim_daire _bsk/edagojik-formasyon-usul-ve-esaslar.aspx
• Council of Higher Education (2018). https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
• Fichter, J. (2006). What is sociology? (Trans. Nilgun Celebi). Ankara: Anı Publishing.
• Francis, B., & Archer, L. (2005). British-Chinese pupils' and parents' constructions of the value of education. British Educational Research Journal, 31(1), 89-108.
• Gunes, A., & Toprak, Y. (2022). The relationship between spiritual-human values tendency and social media addiction, International Academic Social Resources Journal, 7(43),1461-1469
• Gunduz, M. (2019). Determining the tolerance levels of teacher candidates. SDU International Journal of Educational Studies, 6(2), 42-52.
• Gocen, G., Yılmaz Bingol, T., Arslan, N., Solpuk Turhan, N., Kaya, İ., & Parlakyıldız, B. (2019). Determining students' perceptions of the concept of "value" through metaphors. Turkish Studies, 14(3), 579-609. http://dx.doi.org/ 10.29228/TurkishStudies.22630
• Karatas, S., Caner, M., Kahyaoglu, R. B. & Kahya, S. (2019). Ethics teacher and teaching profession ethics course from the perspective of teacher candidates. Journal of Qualitative Research in Education, 7(1), 29-49. http://dx.doi.org/10.14689/issn.2148-2624.1.7c1s.2m
• Kinaci, M. K. (2018). Social studies teacher candidates' views on values education and values in social studies curriculum, Master's thesis, Institute of Educational Sciences.
• Kinnier, R. T., Jerry L. K., & Therese, M. D. (2000). A short list of universal moral values. Counseling and Values, 45(1), 4-16.
• Kolac, E., & Karadag, R. (2012). The meanings and value rankings that Turkish teacher candidates attribute to the concept of "value". Elementary Education Online, 11(3), 762-777.
• MEB (2017). On our work on curriculum renewal and change. Board of Education. https://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasiprogram.pdf (E.T.:16.05.2022).
• Mondal, B. C. (2017). Inculcating human values among school students through effective teaching. Journal of Social Sciences, 13(2), 102-107.
• Oguz, E. (2012). Views of pre-service teachers on values and value education. Educational Sciences: Theory and Practice, 12(2), 1320-1325.
• Oguz, S., & Sozcu, U. (2016). The effect of social media use on values according to social studies teacher candidates. Electronic Turkish Studies, 11(9), 617-634.
• Ozen, Y. (2014). Media and ethics in the context of personal and social responsibility, Journal of European Education, 4(2), 1-10.
• Ozturk, M. F., & Talas, M. (2015). Social media and education interaction. Journal of World of Turks, 7(1), 101-120.
• Ozguven, I.E (1994). Psychological tests. Ankara.
• Pala, A. ve Gogebakan Yildiz, D. (2019). Pre-service teachers' views on ethical values: The Case of Manisa Celal Bayar University. Cumhuriyet International Journal of Education, 8(4), 1005-1025. http://cije.cumhuriyet.edu.tr/tr/pub/issue/50809/545147
• Tezcan, M. (1974). An Essay on Turkish Stereotypes and Turkish Values, Faculty of Education Publication: Ankara.
• Pradana, D. A., Mahfud, M., Hermawan, C., & Susanti, H. D. (2020). Nasionalism: Character education orientation in learning development. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 3, 4026-4034.
• Sahin, U. (2019). Values and values education as perceived by primary school teacher candidates. International Journal of Progressive Education, 15(3), 74-90.
• Schaefer, M.P. (2012). Determining methods for teaching character education in elementary schools. Unpublished doctoral thesis. Northcentral University, Arizona.
• Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online readings in Psychology and Culture, 2(1), 2307-0919.
• Sodirjonov, M. M. (2020). Education as the most important factor of human capital development. Theoretical & Applied Science, 4, 901-905.
• Roccas, S., Sagiv, L., Schwartz, S. H., & Knafo, A. (2002). The big five personality factors and personal values. Personality and Social Psychology Bulletin, 28(6), 789-801.
• Tekin, M. M. ve Yanpar Yelken, T. (2022). SWOT analysis for pedagogical formation education certificate program. Section Academy Journal, 8 (32), 517-542.
• Turdieva, N. S. (2021). Didactic conditions for the formation of attitudes toward education as a value among primary school pupils. Middle European Scientific Bulletin, 10.
• Ulavere, P., & Tammik, A. (2017). Value education in Estonian preschool childcare institutions. Journal of Teacher Education for Sustainability, 19(1), 129-146.
• Veugelers, W. & Vedder P. (2003). Values in teaching. Teachers and teaching: Theory and Practice, 9(4), 377-389.
• Yazar, T., Ozekinci, B. ve Lala, O. (2017). Metaphorical perceptions of teachers and school administrators regarding the concept of values education. Journal of Qualitative Research in Education, 5(3), 245-269. http://dx.doi.org/10.14689/issn.2148- 2624.1.5c3s11m
• Yusof, H., Noor, M. A. M., Jalil, N. A., Mansor, M., & Awang, M. (2018). Nurturing moral values in primary school. International Journal of Academic Research in Business and Social Sciences, 8(7), 1144-1156.
• Yazici, K. (2014). Media and Values. Turan, R., & Ulusoy, K. (Ed.) Values Education with Different Aspects (p. 141-190). Pegem Academy Publications: Ankara.
• Yenen, E. T. & Ulucan, P. (2021). Values education practices in preschool: The case of turkey and the United States. Participatory Educational Research, 8 (4), 385-408. DOI: 10.17275/per.21.96.8.4
• Zan, B. U., & Zan, N. (2017). Opinions of pre-service teachers who participated in the pedagogical formation certificate program on "the ethical values of the teaching profession. Young Scholars Union, 352-361.
• Zulela, M. S., Neolaka, A., Iasha, V., & Setiawan, B. (2022). How is the education character implemented? The case study in Indonesian elementary school. Journal of Educational and Social Research, 12(1), 371-371.