The purpose of this study is to explore pre-service teachers' values and views about value education. 434 preservice teachers who are at third and fourth year of their university education in 5 different departments of Ondokuz Mayis University have participated in the research. While determining departments, "Practices of Community Service" course which can be effective in value acquisition has been considered. The research data have been collected using both qualitative and quantitative research methods. "Schwartz Values Scale" has been applied to pre-service teachers in order to obtain their views on values. In addition, a form including five open-ended interview questions about how the values are gained and transferred by pre-service teachers has been applied. Descriptive statistics and linear regression have been used for analysing the data obtained from the scale. Qualitative data has been analyzed with the descriptive analysis techniques. As a result, pre-service teachers possess universalism, benevolence and security types mostly; and their value education views fall under different headings such as programs, thoughts of being a model, enjoyment of experience and providing students with environment to demonstrate their thoughts.
Value, Value education, Preservice Teachers.
Values can be described as true behavior standards, which are agreed and shared by most of people (Hökelekli, 2010) or they can be defined as attributes that determine the significance of the events and objects in terms of a society, a class or a person (Türk Dil Kurumu [TDK], 2010). Values are the criteria that are used to determine what is right or wrong, what is good or bad (Sisman, 2002), and they are generalized and shared attitudes (Yapici & Zengin, 2003). It is believed that values have a lasting effect on individual's behaviors and attitudes and it is stated that they are related to our decisions about the things that are appropriate, inappropriate, favored or unfavorable in life (Rokeach, 1973; Robbins, 1994). Beliefs and attitudes are mostly used as a combination to embrace ideals and are called as values. Mostly, values are the total of many attitudes that provide personal obligation and consistency (Hunsaker & Cook, 1986). Values (i) are opinions and beliefs that are classified (v) according to their order of importance and that they conduct (iv) our assessments of our choices, events and behaviors about preferred life styles and attitudes (iii) under particular circumstances (ii) (Rokeach, 1973; Kluckhohn, 1951; Schwartz & Bilsky, 1987, 1990 as cited in Aavik & Allik, 2002). The notion of value and the concept of lifestyle can be used as synonymously (Çetin, 2004; Sagnak, 2004). Values do not tell us exactly what we have to do but they guide us to do the right things (Gudmunsdottir, 1991 cited in Akbaba- Altun, 2003). The values that individuals have and the attitudes that are developed depending upon these values affect their individualistic and organizational behaviors (Turan & Aktan, 2008).
Schwartz identified ten value types at individual level as a result of his studies. These are power, achievement, hedonism, stimulation, self-direction, universalism, benevolence, tradition, conformity and security (Dilmaç, Bozgeyikli, & Çikili, 2008; Ros, Schwartz, & Surkiss, 1999; Schwartz, Caprara, & Vecchione, 2010; Yilmaz, 2008; Yilmaz, 2009).
Gömleksiz and Cüro (2011) have stated that social sciences course program enabled the students to develop a positive attitude towards the values of patriotism, cultural values, respect, environment, nature, responsibility and scientific attitude. According to another view, without making a limitation of field, values are included in the teachers' arrangement of learning atmosphere within classroom, application of activities, teaching strategy, choice of context/content, allowed and reinforced behaviors within classroom, teaching style, imposition of discipline and in their behaviors and attitude towards their students (Veugelers & Vedder, 2003). …