Abstract:

Abstract This cross-sectional, descriptive study examined the change in values in time among teacher candidates. The Schwartz Values Inventory was administered to 708 freshmen and senior students studying at Cukurova University, Education Faculty. The results have shown that the students at the department of Science Education valued power, achievement, stimulation; the department of English Teaching Education valued hedonism; and the department of Education of Religious Culture valued universalism, tradition, and benevolence the most. Change in values in time showed the department of Philosophy Group Education valued achievement, benevolence, conformity, and security less and the department of Fine Arts Education valued religiosity less in time. While the department of English Teaching Education valued achievement, benevolence, conformity, security, and religiosity less; they valued hedonism more. The department of Education of Religious Culture valued self-direction, benevolence, and conformity; the department of Elementary School Education valued universalism; and the department of Computer Education valued self-direction more in time. In conclusion, individualistic and collectivistic values increased among students at some departments while decreasing at others. Key Words: Schwartz Values Inventory, teacher candidates, values, change in values.

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