摘要：AbstractThe present research study focused on the teacher candidates’ value orientation (Disciplinary mastery, Learning process, Social responsibility, Ecological integration and Self actualization) as set by Jewett and Bain (1985). The sample consisted of totally 121 teacher candidates who were the graduates of four-year undergraduate programs other than Faculties of Education and attended a Teaching Certificate Program (TCP) in order to get the right to become a teacher. The data were collected through the adapted version of Ennis and Chen's (1993) “Value Orientation Inventory.” The descriptive data analysis revealed that the participants gave the highest priorities to the Ecological integration (M= 31.72, SD=4.09), Self actualization (M= 31.08, SD=5.1), and Learning process (M= 30.50, SD=4.3). Nonetheless, Social responsibility (M= 27.72, SD=5.5) and Disciplinary mastery (M= 28.98, SD=5.2) was placed a low priority.
