Özet:

The background. Life styles are shaped by value preferences of individuals. Values have been conceptualized into three broad categories, including traditional values, universal values and hedonistic values (Roy, 2003; Akbaba, 2004; Uyguç, 2003). These value dimensions are examined in relation to values which must be attached to importance in knowledge society. The Purpose. The purpose of this study is to examine the teacher candidates' opinions about values in Knowledge Society and to determine whether their opinions vary by gender, age, types of high schools graduated from, social activities, parents' education and income level. The Method. Subjects were 514 randomly selected teacher candidates selected from among students enrolled in teacher training programs in Ege University, Education Faculty during the spring term of 2008-2009 academic year. Data were collected by using "Values Scale", a five point rating scale developed by the researchers. Traditional, universal and hedonistic values subscales were determined based on review of literature on values in Knowledge Society. The initial list of item pool was comprised of 40 items in the first draft of the scale. All items in the pool were discussed with experts and the revised scale was the pilot tested with 400 teacher candidates. A reliability analysis showed that 2 items had a communality value less than .30. These items were removed from the scale. Reliability analysis produced a Cronbach's Alpha coefficient of .86 for traditional values subscales, .92 for universal values subscales and .75 for hedonistic values subscales. Confirmatory factor analysis was used to test the factor structure of the scale. SPSS 15.00 program was used for analyzing the data. Data were analyzed by using percent, arithmetic means, standard deviation, independent samples t-test and one way ANOVA. Differences in teacher candidates' views were examined by gender, age, types of high schools graduated from, social activities, parents' education and income level. Results and implications. Findings indicated teacher candidates relatively high level of internalization of traditional (? =4.37; SD = 0.498), universal (? = 4.27; SD = 0. 506) and hedonistic values (? = 4.26; SD = 0.576). Analysis of values by gender showed that female teacher candidates significantly higher perceptions of traditional (t(512) = 3.73 ; p = .000), universal (t(512) = 3.47 ; p = .001), and hedonistic values (t(512) = 2.83; p = .003). A significant difference also observed in traditional values by age (F(2:514) = 4.24; p = .015), 18-22 age group scoring lower than the older age groups. But no statistically significant differences were observed in universal values and hedonistic values by age. Variance analysis of value scores showed a significant difference in traditional values by types of high schools graduated from (F(2:514) = 5.85; p = . 003), general high school graduates scoring significantly higher than the teachers high school graduates. There were no statistically significant differences in universal values and hedonistic values by types of high schools graduated from. Although there were no statistically significant differences in teacher candidates' traditional values by number of social activities participated in, significant differences were observed in universal values (F(2:514) = 5.82; p = .003) and hedonistic values (F(2:514) = 3.22; p = .041). Universal values and hedonistic values scores significantly increased by the number of social activities participated in by teacher candidates. No statistically significant differences were observed in teacher candidates values by parents' education and income level. The results of this study demonstrated that the number of social activities teacher candidates participates significantly affects universal values. Teacher candidates' universal values may be significantly enhanced by creating further opportunities to participate in social activities in teacher training programs.

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