TITLE

Okul Öncesi Öğretmen Adaylarının Değer Algılarının Çeşitli Değişkenler Açısından İncelenmesi

AUTHOR(S)
Özdemir-Beceren, Burcu; Bilgen, Zehra
PUB. DATE
December 2019
SOURCE
Journal of Theory & Practice in Education (JTPE);Dec2019, Vol. 15 Issue 3, p363
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The aim of the research was to determine the value perceptions of preschool teacher candidates. The secondary aim of the research was to determine whether value perceptions differed according to gender, year level of education and academic success level. The research was designed using the screening model from the quantitative research models. The study group for the research comprised 313 preservice teachers attending a Department of Primary Education, Preschool Education branch in Turkey's northwest in the 2016-2017 academic year. The personal information form, created by the researchers, and the Portrait Value Questionnaire (PVQ57), developed by Schwartz et al. (2012) to measure value priorities, were used as data collection tools. At the end of the research, preservice preschool teachers had the highest value perception skills for dependable benevolence with the lowest value perception skills for power resources. It was concluded that the value perception subdimensions of rule conformity and personal security of preservice preschool teachers differed significantly according to gender. The value perception subskills of face, self-directed action, self-directed thought, concerned universalism, dependable benevolence, caring benevolence and societal security were revealed to differ according to class level. The value perception subskills of achievement, tolerant universalism, caring benevolence, interpersonal conformity and rule conformity were concluded to differ significantly according to academic success levels among preschool teacher candidates.
ACCESSION #
141352622

 

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