Akademik Veri Yönetim Sistemi
Egitim ve Bilim, cilt.38, sa.168, ss.198-214, 2013 (SSCI)
The purpose of this study was to understand how elementary school teacher candidates define morality and moral education, (ii) evaluate their pre-service education in terms of their preparation for the role of supporting moral development of their prospective students, and (iii) envision their role in students' moral development. Data were collected by using a survey questionnaire which required content analysis. The findings showed that teacher candidates (N=84) defined morality around universal values such as honesty, respectfulness and social rules. According to teacher candidates, raising a moral person was initially the responsibility of families, teachers' role was complementary. The negative effect of media and social surrounding were criticized by the participants. Teacher candidates had concerns related to how to address moral development in their professional lives and thought that Classroom Management and Development and Learning courses were important for addressing moral issues through cases.