Investigation of professional values of primary school student teachers in terms of various variables

Changing living conditions, developing technology, renewed societies bring together many interactions. As knowledge rapidly grows, the professional value system of society is also affected by this change and continuity. Just as it is in every profession group, professional values are very important in teachers' working and working environments. Professional value is more important in life and work environments that change and develop in every direction. Teachers who have the most important share in the transfer of value of knowledge are without doubt very important professional values. In the training of teacher candidates, it is aimed to start the profession as teachers with the strongest professional value gains. It is aimed to examine the professional values of classroom teacher candidates in terms of various variables in this study. The study was carried out with the Mixed Method, where quantitative and qualitative methods related to the same subject were used together. The data collection group that the quantitative data is collected constitutes 4th grade teacher candidates who continue Giresun University classroom teacher programme. The qualitative study group is composed of 29 class teachers who have internship students working in primary schools during 2016-2017 educational year in Giresun central province. The "Teacher Professional Values Scale" developed by Tunca (2012) was used to collect quantitative data in the research. The semi-structured interview form prepared by the researcher was used to obtain qualitative data. An exploratory factor analysis was used to determine the construct validity of the ÖMDÖ. Frequency, percentage, t-test and one-way ANOVA for independent groups in the analysis of quantitative data; Content analysis method was used in the analysis of qualitative data. It has been determined that classroom teacher candidates perceive themselves as having professional values at a high level in terms of having occupational values according to the results of the ÖMDÖ. Nevertheless, there were no significant differences in the opinions of prospective teachers regarding gender, age, university preference order, student community, requesting to be a teacher, following a publication about professional values and reading the book. When the data on the qualitative results of the research are examined, the professional values of the teachers; It has been determined that the characteristics of being a teacher are perceived as love, equality, impartiality and external appearance. Teachers, teachers, environment, family, students, management, cost, factors affecting professional values; They have stated that they should be role models, directing (guiding), being instructive, motivating, giving responsibility, preparing the appropriate environment and sharing. Teacher candidates think that they are inadequate in the opinion that they have professional values and that they comply with them. Proposals such as providing in-service seminars on vocational values by getting out of the research results, making improvements to the elements affecting professional values, and suggesting that there are studies related to professional values in pre-service education.