摘要：Bu araştırmanın amacı, eğitim fakültesinde öğrenim gören öğretmen adaylarının değer algılarının farklı değişkenler açısından incelenmesidir. Araştırmanın çalışma grubu, eğitim fakültesinde öğrenim gören 423'ü erkek, 214'ü kadın olmak üzere toplam 637 öğretmen adayından oluşmaktadır. Araştırma verileri Schwartz Değerler Listesi ve kişisel bilgi formu kullanılarak yapılmıştır. Araştırma sonucunda evrensellik, özyönelim ve güç değerleri açısından cinsiyetler arası farklılık bulunmuştur. Yaş değişkenine bakıldığında, 17-20 yaş ile 21-24 yaş arasındaki öğretmen adaylarının özyönelim değeri boyutunda 0.05 düzeyinde anlamlı farklılık olduğu görülmektedir. Farklı sınıf düzeylerindeki öğretmen adaylarının değer algıları ortalamaları arasındaki farklılığı ortaya koymak amacıyla hesaplanan F değerlerinden sadece geleneksellik değer algısı alt boyutunda anlamlı düzeyde farklılık olduğu bulunmuştur.
其他摘要：The aim of this research is to investigate value judgements of teacher trainees registered at the faculty of education in terms of a variety of variables. The methods section reports the details of the research philosophy, model, sampling, data collection and data analysis. The research belongs to the quantitative paradigm in terms of the nature of data. Relational survey was adopted as the research method. Convenience purposeful sampling (Patton, 1990) was chosen as the sampling method in order to economize on money and effort. Research sample was determined using random cluster sampling. The population of the study consisted of teacher trainees registered at Selçuk University, Education Faculty in the 2007-2008 academic year. The sample of the study was a total of 637 teacher trainees (423 male and 214 female) registered at various departments of Selçuk University Education Faculty. Three types of data collection methods were employed in the study; interviews, open-ended questionnaires and Likert-type questionnaires. The findings from the Likert-type questionnaires will be reported here. Data collection instruments at this stage were the Value List developed by Schwartz (1992) and the personal information form developed by the researchers. After data collection relevant statistical analyses were carried out in line with the aims of research. These statistical analyses were namely t-test, anova, and percentage and frequency calculations. The research is quite unique in terms of its aims, focus and sample. Values constitute a benchmark for individuals’ thoughts, attitudes, behaviours and work and are inseparable elements of societal integrity. In a society, everything is perceived in relation to values and is compared to others. Individuals usually adopt the values of the group, society and culture they belong to and draw on these values in their reasoning and choices. They can thus make general judgements to decide which is better, fairer, more appropriate, more beautiful, more important and more just. Individual attitudes and behaviours are largely influenced by moral values and the values embodied in customs and traditions. However these values only materialize in norms and take effect via norms. This is because norms, as opposed to more general and abstract values, constitute a distinctive element of social life with their power of sanction (Durmuş, 1996; Yapıcı & Kayıklık, 2005). From this point of view, this research has the potential to make an important contribution to the field that would benefit further research. The findings of the study indicated a gender difference in terms of the values of universalism, self-direction and power. While the difference was in favour of boys for the value dimensions of universalism and self-direction, it was in favour of girls for power. No difference were observed in terms of values in terms of gender. Girls reported that they attached more importance to the values of hedonism, self-direction, universalism, benevolence, tradition and security than boys and boys attached more importance to the values of power, achievement, stimulation and conformity than girls. Most important values for the teacher trainees who participated in the research were universalism, security, benevolence and self-direction. F values, which were calculated in order to reveal the differences between the mean values of teacher trainees’ value judgements in different years, pointed to a significant difference only in the tradition sub-dimension. Research findings display similarities to the findings of previous research in Turkey. The findings of the present study are believed to contribute to research not only in the fields of guidance, education in sciences and social sciences but also in classroom management. Besides, in order to allow for generalisation of research findings in this area, similar research should be carried out in different regions of our country and results should be shared with the scientific world.
