Meanings of The Value Concept of Formation Teacher Candidates

Abstract

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.