An examination of prospective teachers' perceptions and instructors' views on the effect of hidden curriculum in teacher education

The aim of this research is to examine prospective teachers' perceptions and instructors' views on the effect of the hidden curriculum in teacher education. The research was carried out with fourth-grade prospective teachers studying in different departments of Akdeniz University Faculty of Education and instructors working at the faculty during Fall and Spring semesters of the 2019-2020 academic year. The exploratory sequential pattern was used in the mixed method research. In the quantitative dimension of the research, descriptive survey design was conducted. In this dimension, the sampling selection was not made as it was aimed to reach the whole population. 436 fourth-grade prospective teachers participated in this dimension of the study. "The Scale for Hidden Curriculum in Teacher Education" prepared by the researcher was used. In the qualitative dimension of the research, the case study was conducted. 48 fourth-grade prospective teachers and 18 instructors determined by maximum diversity sampling method were participated in this dimension of the study. "Fourth-Grade Prospective Teachers Focus Group Interview Form" and "Instructor Semi-Structured Interview Form" created by the researcher were used. In analyzing the data, mean, standard deviation, Kruskal Wallis-H and Mann-Whitney U statistical analysis methods were used in the SPSS package program for quantitative data and content analysis was made for qualitative data. According to the results of the research, the general average of the perception levels of the fourth-grade prospective teachers of Akdeniz University Faculty of Education regarding hidden curriculum effect is high. Prospective teachers' perceptions of the hidden curriculum effect differ significantly according to gender, undergraduate program and education status of parents. Quantitative findings obtained in the study support the qualitative findings obtained from the views of prospective teachers and instructors. Instructors positively affect professional development of prospective teachers in the context of the hidden curriculum by sharing their teaching experiences, telling case studies, making necessary explanations and being role models.