Determining Value Preferences in Teacher Identity

Hurızat Hande Turp; Büşra Koçak Macun; Bilal Macun

Makale detayları

Determining Value Preferences in Teacher Identity

Yazarlar:

Hurızat Hande Turp | Büşra Koçak Macun | Bilal Macun

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Değerler Eğitimi

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.1337-1360

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001306246

pISSN:

1305-2020

Anahtar kelimeler:

Özet:

 This study aims to determine the value preferences of preservice teachers and examine them in terms of different variables such as gender, class, place of residence, field of study, and reasons for choosing the teaching profession. In addition, the study investigates the preferences of preservice teachers for the primary values that a teacher should possess. The research was conducted with teacher candidates studying at Ağrı İbrahim Çeçen University Faculty of Education in the 2020-2021 Fall Semester. Care was taken to ensure that prospective teachers took part in the research voluntarily. In the research, the data of 836 teacher candidates were evaluated. Personal Information Form created by the researchers and Values Scale developed by Dilmaç, Arıcak and Cesur 2014 were used as data collection tools. In the research, firstly, the value preferences of teacher candidates were examined and the highest value areas were human dignity, social values, freedom values, intellectual values, career values, futuwwa values, spirituality and materialistic values; Romantic values were determined as the lowest value area. Teacher candidates value preferences generally did not show a significant difference according to gender, class, place of residence and reasons for choosing the teaching profession; It showed a significant difference according to the department variable. It has been determined that teacher candidates prioritize the values of justice, education and knowledge in their selection of the primary values that a teacher should have, and these are followed by the values of responsibility, tolerance, respect, helpfulness, personal development, mental health, consistency and effort, respectively. The findings of the study were discussed in the light of the literature.

 This study aims to determine the value preferences of preservice teachers and examine them in terms of different variables such as gender, class, place of residence, field of study, and reasons for choosing the teaching profession. In addition, the study investigates the preferences of preservice teachers for the primary values that a teacher should possess. The research was conducted with teacher candidates studying at Ağrı İbrahim Çeçen University Faculty of Education in the 2020-2021 Fall Semester. Care was taken to ensure that prospective teachers took part in the research voluntarily. In the research, the data of 836 teacher candidates were evaluated. Personal Information Form created by the researchers and Values Scale developed by Dilmaç, Arıcak and Cesur 2014 were used as data collection tools. In the research, firstly, the value preferences of teacher candidates were examined and the highest value areas were human dignity, social values, freedom values, intellectual values, career values, futuwwa values, spirituality and materialistic values; Romantic values were determined as the lowest value area. Teacher candidates value preferences generally did not show a significant difference according to gender, class, place of residence and reasons for choosing the teaching profession; It showed a significant difference according to the department variable. It has been determined that teacher candidates prioritize the values of justice, education and knowledge in their selection of the primary values that a teacher should have, and these are followed by the values of responsibility, tolerance, respect, helpfulness, personal development, mental health, consistency and effort, respectively. The findings of the study were discussed in the light of the literature.

 This study aims to determine the value preferences of preservice teachers and examine them in terms of different variables such as gender, class, place of residence, field of study, and reasons for choosing the teaching profession. In addition, the study investigates the preferences of preservice teachers for the primary values that a teacher should possess. The research was conducted with teacher candidates studying at Ağrı İbrahim Çeçen University Faculty of Education in the 2020-2021 Fall Semester. Care was taken to ensure that prospective teachers took part in the research voluntarily. In the research, the data of 836 teacher candidates were evaluated. Personal Information Form created by the researchers and Values Scale developed by Dilmaç, Arıcak and Cesur 2014 were used as data collection tools. In the research, firstly, the value preferences of teacher candidates were examined and the highest value areas were human dignity, social values, freedom values, intellectual values, career values, futuwwa values, spirituality and materialistic values; Romantic values were determined as the lowest value area. Teacher candidates value preferences generally did not show a significant difference according to gender, class, place of residence and reasons for choosing the teaching profession; It showed a significant difference according to the department variable. It has been determined that teacher candidates prioritize the values of justice, education and knowledge in their selection of the primary values that a teacher should have, and these are followed by the values of responsibility, tolerance, respect, helpfulness, personal development, mental health, consistency and effort, respectively. The findings of the study were discussed in the light of the literature.

 Bu araştırmada öğretmen adaylarının değer tercihlerinin belirlenmesi ve cinsiyet, sınıf, yaşadığı yer, öğrenim görülen bölüm, öğretmenlik mesleğini tercih etme nedeni farklı değişkenler açısından incelenmesi amaçlanmıştır. Ayrıca öğretmen adaylarının bir öğretmenin sahip olması gereken öncelikli değerlere yönelik tercihleri incelenmiştir. Araştırma 2020-2021 Güz Yarıyılında Ağrı İbrahim Çeçen Üniversitesi Eğitim Fakültesinde öğrenim gören öğretmen adaylarıyla gerçekleştirilmiştir. Öğretmen adaylarının çalışmada gönüllü olarak yer almasına dikkat edilmiştir. Araştırmada 836 öğretmen adayının verileri değerlendirilmiştir. Veri toplama aracı olarak araştırmacılar tarafından oluşturulan Kişisel Bilgi Formu ve Dilmaç, Arıcak ve Cesur 2014 tarafından geliştirilen Değerler Ölçeği kullanılmıştır. Araştırmada öncelikle öğretmen adaylarının değer tercihleri incelenmiş ve sırayla insan onuru, toplumsal değerler, özgürlük değerleri, entelektüel değerler, kariyer değerleri, fütüvvet değerleri, maneviyat ve materyalist değerler en yüksek değer alanları; romantik değerler en düşük değer alanı olarak tespit edilmiştir. Öğretmen adaylarının değer tercihleri cinsiyet, sınıf, yaşanılan yer ve öğretmenlik mesleğini tercih nedenlerine göre genel olarak anlamlı fark göstermemiş; bölüm değişkenine göre ise anlamlı fark göstermiştir. Öğretmen adaylarının, bir öğretmenin sahip olması gereken öncelikli değerlere yönelik seçimlerinde ise adalet, eğitim ve bilgi değerlerini öncelikli olarak seçtikleri ve bunları sırasıyla sorumluluk, hoşgörü, saygı, yardımseverlik, kişisel gelişim, akılruh sağlığı, tutarlılık, emek değerlerinin takip ettiği belirlenmiştir. Çalışmanın bulguları alanyazın ışığında tartışılmıştır.

Makale detayları

Determining Value Preferences in Teacher Identity

Yazarlar:

Hurızat Hande Turp | Büşra Koçak Macun | Bilal Macun

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Değerler Eğitimi

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.1337-1360

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001306246

pISSN:

1305-2020

Teacher candidates

values

identity

preferencesÖğretmen adayı

değerler

kimlik

tercih

Sayı

Makale detayları

Yazarlar: Hurızat Hande Turp | Büşra Koçak Macun | Bilal Macun

Yayıncı: Van Yuzuncu Yıl University

Ana Başlıklar: Değerler Eğitimi

Dergi: Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.1337-1360

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001306246

pISSN: 1305-2020

Sayı

Yazarlar:

Hurızat Hande Turp | Büşra Koçak Macun | Bilal Macun

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Değerler Eğitimi

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.1337-1360

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001306246

pISSN:

1305-2020