Investigation of Pre-Service Teachers’ Tolerance Tendencies and Democratic Tendencies

Abstract

The current study aims to investigate whether pre-service teachers’ tolerance tendencies and democratic tendencies vary significantly depending on gender and mother and father’s education level and the relationship between their tolerance tendencies and democratic tendencies. A total of 417 second-year students from the departments of Turkish teaching, social studies teaching, elementary school teacher training, pre-school teacher training, science teaching, elementary school math teaching, arts, music, psychological counselling and guidance, English teaching and German teaching participated in the current study. In the analysis of the collected data, frequencies, percentages, Mann Whitney U test, Kruskall Wallis test and correlation analysis were used. As a result of the analyses, the pre-service teachers’ tolerance tendencies were found to be very high. The female pre-service teachers’ tolerance tendencies were found to be higher than those of the male pre-service teachers. The pre-service teachers’ tolerance tendencies were found to be not varying significantly depending on mother and father’s education level. The pre-service teachers’ democratic tendencies were found to be higher than the medium level. The female pre-service teachers’ democratic tendencies were found to be higher than those of the male pre-service teachers. The pre-service teachers’ democratic tendencies were found to be not varying significantly depending on mother and father’s education level. A positive, medium and significant correlation was found between the pre-service teachers’ tolerance tendencies and democratic tendencies.

A Pattern of Tolerance Values Transformation by Parents Towards Early Childhood

“…So, the position of adults is quite strategic in filling the development process. Parents and teachers work together to transform the value of tolerance into a complementary spirit (Tican, 2020). Teachers can develop tolerance through habituation (Mandayu, 2020), taught integrated with the teaching of English for the development of religious tolerance (Levina et al, 2016;Sumadi et al, 2019), through learning tahfid hadith (Musyafiq, 2019), history learning (Nurasiah et al, 2019;Utomo and Wasino, 2020) and science learning (Rahmayani Sari et al, 2017).…”