Akademik Veri Yönetim Sistemi
International Journal of Psycho-Educational Sciences, cilt.9, sa.1, ss.7-20, 2020 (Hakemli Dergi)
In this study, the adequacy of the undergraduate
Classroom Teaching programmes of the Elementary Education
Department for fostering professional values in preservice
classroom teachers was evaluated. This assessment was carried
out with a qualitative approach using data from in-depth
interviews with 16 faculty members in the classroom teaching
department of the education faculty at a state university in
Turkey. The findings obtained in this study are grouped under
the themes degree to which undergraduate classroom teaching
programmes foster professional values in students and
preservice activities to be carried out for fostering professional
values. Planned with a qualitative design, this study reveals the
need to increase the number of practical lessons related to the
subject area, reduce the number and hours of undergraduate
classes, increase the number of elective courses for nurturing
professional values, select qualified teacher educators, create
institutional values, and reduce the number of education
faculties and teacher quotas. One of the most striking findings is
that some of the research results show similarity with the Higher
Education Council’s revised primary school curriculum for
2018-2019. These results reveal that during the accreditation
process of education faculties, importance should be given to the
acquisition of professional values in undergraduate classroom
teaching programmes in order to achieve success in education.