Investigation of values teaching responsibility perceptions of prospective teachers

Investigation of values teaching responsibility perceptions

Abstract

Value teaching is among the education topics that have been discussed extensively in both international and national education platforms recently and it is known that well-trained teachers are an important predictor of success in value teaching. Therefore, the attitudes and behaviors of teachers and teachers in this respect are at the center of educational fictions about success to be achieved in value teaching. In this study, prospective teachers' perceptions of value teaching responsibility were scrutinized. The data were collected by "Value Teaching Responsibility Perception Scale" developed by Çetin et al. (2019). The scale was applied to a total of 455 prospective teachers, 326 of whom were female and 129 were male, who were studying at Gazi University Gazi Education Faculty in different teaching programs and different grade levels in the 2018-2019 academic year autumn semester. Survey model in which the current situation is described as it is, was used. The collected data were analyzed through the SPSS package program, and t-Test and One-Way Variance Analysis (ANOVA) techniques among parametric tests were used since the distribution showed normality characteristics. In order to determine the effect of independent variables on prospective teachers' perceptions, effect size values were calculated. According to the research findings, the perceptions of prospective teachers' value teaching responsibility perceptions differed according to gender, the grade level attended, academic achievement status, minding value teaching variables, and the variables had a different degree of size effect on the value teaching responsibility perception scores, however, according to the scores obtained from the overall scale, no difference was observed in terms of place of residence with the family variable.