İngilizce öğretmen adaylarına edebi metinler yoluyla değerler öğretiminin etkililiği

This study aims to reveal the effects of value-based pedagogy on pre-service English teachers through literary texts. An explanatory sequential mixed-methods design was adopted in the study. In this perspective, the participants were selected from the ELT Department of a state university, which is situated in Turkiye. Fifty-three participants actively took part in the study. The study's first phase encompassed a pre-test of Portrait Values Questionnaire, which was given to the all participants. Then, the participants were divided into the experimental and the control group. It was followed by a six-week treatment period for the experimental group, and was finalized with the post-test of Portrait Values Questionnaire. The post-test design was given to all the participants to demonstrate the differences between the experimental and the control group. In the second phase, the focus group interview revealed the participants' perceptions of values. After the administration of pre-tests, a six-week value-based pedagogy was implemented. For this period, as course materials, literary texts (short stories) were systematically selected from six different authors depending on the rationale of multiculturalism. Twelve lesson plans for each week were arranged according to the task-based approach. The tasks in the lesson plans were also designed according to Bloom's Taxonomy. Following the treatment process, the post-test was administered to both groups in order to see the possible outcomes of the treatment period. Then, a focus group interview was conducted with the experimental group participants (N =12). Lastly, all participants were given imaginary situational dilemmas to gauge their perception and internalization of values. The Statistical Package for Social Sciences (SPSS), Version 22, was used to analyze the quantitative data. Thematic coding is employed to analyze the qualitative data. The results indicated that there was no statistical meaningful difference in terms of pre-test scores between the experimental and the control group. However, a six-week value-based pedagogy designed with the task-based approach depending upon Bloom's Taxonomy provided statistically meaningful differences in terms of post-test scores between the experimental and the control group. Additionally, when the post-test results of both groups are analyzed in terms of gender, only for the experimental group, there is a statistically meaningful difference between the male and female students. The qualitative data analysis yielded positive perceptions of value-based pedagogy for the participants. To conclude, value-based education is of great necessity for pre-service teachers to create awareness and consciousness. Additionally, teaching values as an integrated skill yields positive outcomes both for teachers and for learners. Rather than being taught separately, the integration of values with another subject may ease the process of learning and help create a better society. Moreover, to see the effect of values education through literary texts, a similar study should be applied to a larger population over a more prolonged period. In order to claim more precise implications and positive effects, the study should be extended to the other pre-service language teacher from different universities. The instructors' perception in terms of values cognition should be examined as well. Keywords: Values education, literary texts, morality, character education