Values of Pre-Service Music Teachers in Turkey 1

The aim of this study is to investigate the representation of values among pre-service music teachers. The study group consisted of 278 pre-service music teachers studying at state universities in different regions of Turkey. The study was conducted using an instrument for measuring teachers’ values which had already been applied in other research. Generally speaking, the most important values for pre-service music teachers are social values, freedom, career, intellectual and honor of humanity, while the least important values are spiritual and romantic. It might be concluded that there is a significant difference in the sub-dimen-sions honor of humanity, and career values and spirituality in favor of girls and in favor of those aged 27 and over. Significant differences were found in the sub-dimensions of materialistic values in favor of participants whose parents have a higher income, and romantic values in favor of participants with parents with a medium and low-income level. As regards materialistic values, a sub-dimension of the values scale, it was observed that students with illiterate fathers and students with undergraduate fathers differed significantly. The relationships between the sub-dimensions of the value scale are statistically significant and positive (p<0.01). Only the relationship between the romantic values and futuwwat/munificence & courage sub-dimensions decreased at the (p<0.05) level. In accordance with these findings the paper offers recommendations for improving preservice teacher education so that teachers can critically asses and reconsider their own values, but also tend to develop values that are in accordance with contemporary educational standpoints.


Introduction
The concept of value is derived from the root "valere". It means "to be valuable" or "to be strong" in Latin (Bilgin, 1995, p. 83). Human values are seen as a concept that is increasingly used day by day. Values are an important phenomenon that enables people to direct their behavior. Values represent personal and social preferences in response to a particular behavior or a situation. According to Friedman, Kahn & Borning (2006), values express what a person or a group of people consider important in life. The concept of "value" in the terminological sense involves objects, people, thoughts, situations, and actions expressing our standards and principles that inform our judgments, such as good, bad, desired, and undesirable (Halstead & Taylor, 2000).

Figure 1
Hoftstede' Onion Model (Hofstede, 1991) In Figure 1, which represents culture as an onion consisting of different layers, we see that values play a significant role in the formation of a culture. In this respect, values have been cited as the most prominent element of culture by many authors. It is striking that culture is handled as a system of behaviors and values (Hofstede, 1991;Nirun & Özönder, 1988). Values are also important in building cultural norms which can also evolve into standardized societal rules.
Personality traits and values are dissimilar constructs. Personality traits show what people are like, and values show what people desire (Roccas et al., 2002). As Kağıtçıbaşı states, no man can act independently of culture. In planning and organising the educational process, the cultural structure, lifestyle, values, norms, and traditions of the society must be taken into account (Kağıtçıbaşı 2013). Personal values are important as a fundamental aspect of personality and self and they develop a hierarchy of priorities in the early stages of life, which can remain constant as a set of guidlines that follow a person through their life (Çelik et al., 2022) Numerous authors have emphasized the "importance of values in education and of education in values" (Halstead & Taylor, 1995, p. 1). Education is inevitably grounded in values and the above-mentioned authors base education on spiritual, moral, environmental and democratic values, as well as those of the arts and of health education (Halstead & Taylor, 1995). Consequently, it can be said that one of the most important purposes of education is strengthening the concepts of understanding and tolerance, despite the differences between communities.

The importance of values for the profession of teacher
Values are ascertained from other people through interaction with their environments and are reflected in behavior. In this process, teachers transfer their values to their students consciously or unconsciously (Coombs-Richardson & Tolson, 2005). Research shows that learning about values in schools is mediated through teachers' activities, so teachers' own values play an important role in values education (Berkowitz, 2011;Memiş & Gedik, 2010). Brown (2007) has underlined the effects on academic success and self-respect of teachers' behaviors and attitudes towards students who come from dissimilar groups. Although teachers do not want to demonstrate values as a part of their own roles, it is obvious that students are affected (Halstead & Taylor, 2000).
At school, not all learning is planned. Children observe many things which they are intended or not intended to learn at school. All things observed by them, good, bad, true and false, contribute to the development of their understanding. Briefly, they evaluate and learn from their teachers and school environment by observing (Halstead & Pike, 2006). It should be clearly stated that, ethically speaking, teacher education requires a constant combination of critical thinking, reflection, and action. Primarily, it can include considering the thoughts and advice of others, and is related to one's problem-solving skills. Therefore, ethics is a simultaneously interpersonal, intersubjective, critical, reflective and empathetic approach (Elliott & Silverman, 2019). After 2018 in which Turkish music teaching programs have been structured towards listening and singing (Albuz & Demirel, 2019), music teachers have a great responsibility in educating musical individuals, particularly by using learning areas. The human values of music teachers, who are important role models for students, can also determine the form of education they present. Various disciplines can support the process of gaining the desired values. For the formation of common values, it is also important to ensure a common feeling. Music is one of the most powerful tools to achieve this common feeling. Thanks to music, people can come together, meet for a common purpose, at a common tempo and in a common feeling. Therefore, providing common values through music is easier than other methods (Eyüboğlu, 2023).
Nowadays, numerous problems in teacher education have emerged and studies have been conducted which look at some aspects of the problem -teacher qualification and competence, preferred values etc. (Taşdan, 2010;Terzi & Tezci, 2007;Üstüner, 2004). In the process of developing values, teachers play a substantial role (Başaran,1994). Considering the effect that teachers have on students, it is important that they understand the significance of positive values and are eager to act in accordance with them. These processes are dependent on various variables. In a study conducted with physical education and sports teacher candidates, it was concluded that the social values of girls are significantly higher than boys (Ağbuğa, 2018). Similarities can be seen in the studies conducted by Keskin (2014), Uyguç (2003) and Aydın (2005). In another study on the human values of pre-service primary school teachers, according to gender, the results differ significantly in favor of women in the sub-dimensions of intellectual, spiritual, and freedom values, since it was shown that they attach more importance to these values compared to their male colleagues (Keskin, 2014). It also shows that as the educational level of parents decreases, students give more importance to spiritual values (Keskin, 2014). In another study, it was seen that the social, spiritual, career, and intellectual values of the female pre-service teachers were significantly higher than the male teacher candidates in the sub-dimension averages of values by gender (Guzel, 2018). Baş & Hamarta in their study, found that female students' social, spiritual, career, intellectual, human dignity, and freedom scores were significantly higher than male students' (Baş & Hamarta 2015). It was observed that the values differed significantly in favor of the girls (Arslantürk, 2012;Uncu, 2008;Yılmaz, 2009), while in some of them the values differed significantly in favor of males (Schwartz & Rubel, 2005). In another study the value preferences of theology faculty students did not show a significant difference regarding the participants (Yapici & Zengin, 2003, as cited in Çelik et al., 2022. "The priority of value judgments and preferences of those who receive religious education has emerged in some studies" (Allport, 1968(Allport, , as cited in Çelik et al., 2022). When we look at the literature on the research, it is seen that the relations between the values by gender show differences. In this sense, studies can be conducted to examine and determine the effect of various variables on values. Kuşdil & Kağıtçıbaşı (2000), in their study with Turkish teachers, concluded that the value orientation of "being religious" is in the lower order of importance. This finding supports the fact that the spirituality value of pre-service music teachers is low. Considering findings outside of the Turkish context, some results show that the religiosity-spiritual dimension was positively related to the benevolence sub-dimension, and negatively related to dimensions of power and success (Saroglou & Muñoz-García 2008). In a study in which participants were pre-service physical education teachers, freedom as a value was considered the most important, while materialist values were considered far less important by these teachers (Yalız Solmaz, 2018). In the research, it was revealed that human dignity and freedom are the basic values that shape the lives of teacher candidates. On the other hand, it is seen that they care less about material values such as money, property, and status. The materialistic value they attach least importance to is consistent with and similar to our research.
According to Bacanlı (1999), in his study using Schwartz's value scale, the values of university students were determined as inner peace, a meaningful life, true friendship, family, security, and social justice. The last five values were determined as having authority, having social power, being rich, an exciting life, and pleasure. In relation to instrumental values; being healthy, choosing one's own goals, being successful, being honest, and being independent. According to the results of the research, it has been determined that university students "primarily attach importance to individual and then social values, on the other hand, they do not want to have authority in the society and do not care about being rich" (Çelik et al., 2022, p.35).
The results of the research conducted by Saracaloglu, Gerçeker and Aladağ show that universalism, reliability, and self-direction were ranked as the highest values by the teachers (Saracaloglu et al., 2018). The values that were ranked slightly lower were benevolence, harmony, encouragement, and hedonism, respectively (Saracaloglu et al., 2018). The least important values were power, success, and tradition (Saracaloglu et al., 2018). Considering the core values of pre-service teachers, the study points out self-transcendence, openness to change, protection, and self-development, where self-transcendence and openness to change are the preferred ones while self-development and protection are pointed out as less preferred values (Saracaloglu et al., 2018). It was observed that the values of music teachers in comparison to classroom teachers significantly differ. Only values such as achievement and hedonism have not shown significant statistical differences (Çelik et al., 2022). The differences in values according to the participants' gender were found in all scores, except in the value of power. It was also shown that female teacher candidates have higher scores than males in all of the basic values such as self-transcendence, openness to change, protection and self-development (Çelik et al., 2022).

Research objective, hypothesis and questions
Education in music consists of teaching and learning of music making and music listening, while Education about music is grounded around "teaching and learning formal knowledge regarding music making, music listening, music history, music theory and so on'' (Elliott & Silverman, 2014, p. 68). Music teachers have a great responsibility in educating musical individuals, but the human values of music teachers can also determine the form of education they present. Music as a tool is known to have been used in order to develop individuals' personality and character from the past to the present day. Ever since ancient times, music was perceived as therapy for many conditions and diseases of the body and soul (Koskarov, 2012). Considering the importance of music and the effect that it has on education it is necessary to investigate music teachers' leves of human values. Consequently, the aim of this study was to analyze pre-service music teachers' levels of human values.
Based on these concepts, answers to the research questions below were sought: RQ1: How do pre-service music teachers rank human values? RQ2: Do the values of pre-service music teachers show a significant difference by gender, age, university, family and income level of participants' parents?
RQ3: Is there a significant correlation among human values sub-dimensions of pre-service music teachers?

Research Design
The research was conducted using a quantitative research design. It used demographic information form and previosuly developed values scales (Dilmaç et al., 2014). The convenience sampling technique was used for the sample. Accessible groups were selected for research in the convenience sampling technique (Fraenkel et al., 2011). In this sampling method, the investigator includes voluntary participants who want to participate in the research.

Sample
The research sample consisted of 278 pre-service music teachers who were studying at Turkish public universities in the 2020-2021 academic year. The demographic information of participants is shown in Table 1.

Data Collection
A demographics questionnaire was used to gather data about participants' background characteristics, such as age, gender, university, department, and parents' level of education. Data was collected using "The Human Values Scale", originally developed by Dilmaç, Arıcak and Cesur (2014). The Human Values Scale is a ten-point Likert scale (from 0 -it does not matter to 9 -very important) instrument organized around 9 subscales: Social Values (10 items), Career Values (5 items (Dilmaç et al., 2014). Cronbach's alpha value of the entire scale was determined as ".85".

Data Analysis
The data obtained from the music teacher candidates were analyzed using the IBM SPSS 22 program. The reverse items in the scales were recoded; a normality test was performed (Kolmogorov-Smirnov value was .000); skewness and kurtosis values of the distributions were examined and founded to be normal. For the analysis of the data, descriptive analysis, the independent-samples t-test, one-way analysis of variance Kruskal Wallis-H test, Pearson correlation coefficient were performed. Benferroni, one of the post hoc tests, was used to determine the source of the difference among the group.

RQ1: How do pre-service music teachers rank human values?
The Pearson correlation coefficients calculated to determine the relationships between the sub-dimensions are given below. When the findings in the table were analyzed, participants' most important values are seen as social, freedom, and honor of humanity. The scores obtained by pre-service music teachers for social values sub-dimensions range from 4.6 to 9 (M=8.16, SD=0.84); the freedom sub-dimension ranged from 2.67 to 9 (M=8.16, SD=0.89); the career values sub-dimension ranged from 4.2 to 9 (M=7.84, SD=1.08); the intellectual values sub-dimension ranged from 3.5 to 9 (M= 7.82, SD=1.12); The participants' least important values are determined, with the spirituality sub-dimension ranging from 0 to 9 (M=5.61, SD=2.52); the materialistic values sub-dimension ranged from 0 to 9 (M=6.24, SD=1.97); the romantic values sub-dimension ranged from 1 to 9 (M=6.68, SD=1.91).
RQ2: Do the values of pre-service music teachers show a significant difference by gender, age, university, family and income level of participants' parents? According to the table, the social values sub-dimension point averages differ significantly between female and male pre-service music teachers. Namely, female pre-service teachers' social values differ significantly from male pre-service music teachers (p<0.05). With reference to this, the mean scores of females (M=8.25, SD=0.79), are meaningfully higher than the mean scores of males (M=8.01, SD=0.91). It was observed that the other sub-dimensions of the values scale did not differ significantly (p>0.05). When the findings in the table were analyzed, it was seen that the mean scores obtained for the Honor of Humanity sub-dimension differed statistically significantly for students in different age groups. Dunn's test with Bonferroni correction was used to understand between which subgroups this observed differentiation was. This test as performed showed that the differences observed between the subgroups ranged from between the 18-21 years old and 27 and over age groups (p<0.05). Conversely, the mean scores acquired for the other sub-dimensions of the values scale do not differ statistically between subgroups according to age (p>0.05).
The results of the Kruskall Wallis test, which was carried out to determine whether the values scale scores differ significantly according to the university of education, are given in below. When the table is examined, it can be seen that the mean score rank for the sub-dimensions of Career (p<0.01), Spiritual (p<0.01), Materialistic (p<0.01) and Honor of Humanity Values (p<0.01) differ significantly statistically. Afterwards, Dunn's test, which was performed with Bonferroni correction, was conducted to determine between which subgroups the differentiation was observed in these sub-dimensions. The findings show that for the Career Values sub-dimension, the mean score rank obtained by Atatürk University students differs significantly statistically from the mean score rank obtained by other university students except Harran University. All of these observed differences were determined to be significant at the p<0.01 level. Considering the spirituality sub-dimension, it is seen that the mean scores obtained for Atatürk University students differ significantly statistically compared to Van Yüzüncü Yıl, Pamukkale, Marmara and Bolu Abant İzzet Baysal University students (p<0.01). Conversely, while a considerable difference was observed between the groups in the Materialist Values sub-dimension, no significant differences were observed in pairwise comparisons according to Dunn's test results performed with Bonferroni correction (p>0.05). Besides, no significant differences were observed for the Honor of Humanity sub-dimension as a result of pairwise comparisons (p>0.05). In the sub-dimensions other than these mentioned sub-dimensions, statistically significant differences were not observed according to the universities where the students studied (p>0.05).
In the study, one-way analysis of variance was carried out in order to examine whether the mean scores obtained for the sub-dimensions of the values scale according to the data obtained from the students differ from the income levels perceived by the students to the findings below. As can be seen above, the mean scores obtained by the students for the materialistic values (p<0.01) and romantic values (p<0.05) sub-dimensions differ significantly statistically according to their perceived income level. After this analysis was carried out, Bonferroni Post-hoc analysis was carried out to determine differences between subgroups. Accordingly, it was found that the mean score of the group with high perceived income for the materialist values sub-dimension was significantly higher than the group with low (p<0.01) and medium (p<0.05). On the other hand, when the mean scores observed for the romantic values sub-dimension were examined, it was seen that this observed differentiation was for low-and middle-income levels and in favor of middle income level (p<0.05) We also examined whether there was any correlation between students' score levels for each of the values scales subdimensions and their mothers' education levels. The results of the Kruskal Wallis test are given in Table 7. The results of the Kruskal Wallis test, which was carried out to determine whether there is a significant difference according to the education levels of the fathers, are given in Table 8. The findings show that the materialistic values sub-dimension scores of values scales differ significantly according to the students' fathers' education level (p<0.05). Dunn's test, which was performed with Bonferroni correction, was used to determine which subgroups this observed differentiation was according to the father's education level. According to the results of this analysis, it was determined that the average score of the students whose fathers were illiterate and obtained for the Materialist values sub-dimension was significantly lower than the students whose fathers had completed secondary school, high school, and undergraduate and graduate education. All of these differences observed as a result of pairwise comparisons show significance at the p<0.05 level.
RQ3: Is there a significant correlation among human values sub-dimensions of pre-service music teachers? As can be observed in Table 9, the relationships among the 9 sub-dimensions of the Value Scale are statistically significant and positive (p<0.01). Only the relationship between romantic values and futuwwat/munificience & courage sub-dimensions decreased at the p<0.05 level.

Discussion
In the study, when the sub-dimensions of the values of the pre-service music teachers are examined, it can be seen that the relationship between them is positive and significant. The relationship between romantic values and futuwwat-munificence & courage sub-dimensions is decreasing. It was observed that the social value sub-dimension differed significantly for male and female students. According to gender, the mean scores of the female pre-service music teachers are significantly higher than the mean scores of their male colleagues. On the other hand, other sub-dimensions of participants' values do not differ significantly according to gender.
On the other hand, it has been observed that the values of pre-service music teachers differ according to age groups. The sub-dimension of honor of humanity is observed in the 18-21 and 27 and over age groups. There is no difference in other sub-dimensions according to age. As the age level increases, it is seen that human dignity increases in direct proportion. Statistically significant differences were observed in the career values of the participants according to the university they attended. It has been observed that there are significant differences in favor of the career values sub-dimension of Atatürk and Harran University students. Considering this situation according to the geographical region, it can be said that locations in the southeast and east of Turkey are significant in the career sub-dimension. Accordingly, it is thought that it may be related to the functioning of the academic education. Another sub-dimension, the Spirituality sub-dimension differs significantly at Atatürk University compared to other universities. The Spirituality dimension of the music teacher candidates studying at Atatürk University in the Eastern Anatolia Region is quite high compared to other universities. It may be due to the fact that it is possibly related to its regional, sociological, economic, and social structure. In the study, a differentiation is observed according to the income level perceived by the music teacher candidates in the values sub-dimensions. Materialistic values, which is the value sub-dimension, was found to be higher in the group with high family income compared to the other groups. On the other hand, when the mean scores observed for the romantic values sub-dimension were examined, it was seen that this observed differentiation was for low-and middle-income levels and in favor of the middle-income level.
According to the values sub-dimensions of the participants, there was no significant difference according to the educational status of their mothers. On the other hand, there is a significant differentiation according to the education level of the father. It has been determined that the Materialistic values sub-dimension in students whose fathers are illiterate is significantly lower than among students whose fathers have completed secondary school, high school, and undergraduate and graduate education. It was observed that the mean scores of the Freedom sub-dimension of the music teacher candidates were significant and higher, in favor of the participants.

Pedagogical implications and conclusion
The purpose of this study has been to present a perspective on explaining and predicting the attitudes to values of music teacher candidates. Results show that regional and cultural differences can affect individuals in terms of values, so pedagogical outcomes must be evalueted regarding contextual differences. Considering teacher training programs, some innovations should be included in order to acknowledge values and values education as a tool of value transfer. Educational policies can be reviewed taking these components into account.
Considering the results of this research it is important to point out some of the pedagogical implications. Programs for pre-service teachers should be reconsidered in order to include values and values education, recognized through aims, outcomes, contents and methods, rather than focusing only on technical competencies. In order to contribute to values education, the practice of pre-service music teachers should include activities which are grounded on bringing about personal and cultural values, as well as values presented in official programs and textbooks (Kova, 2014;Yükrük & Akarsu, 2017;Gökmen, 2022), and rethinking them. Comparing their own values with the values of others can also be seen as a tool for having a better understanding of their own vales. It is also important to encourage future teachers to understand and reflect on the values of their students, and to respect the differences among them. Specifically for music education it is important to recognise values that are inherent in musical content. School songs can be seen as a content which promotes certain values in preschool and school education (Karagöz, 2013;Ozturk & Can, 2020).
Concerning future research on this topic it is important to carry out both quantitative and qualitative research on values and values education related to pre-service music teachers. The insufficient number of studies on values and value education in the process of teacher training is perceived as one of the problems in understanding this complex phenomenon (Yazar, 2016). An interdisciplinary approach which should intertwine knowledge from different fields such as sociology and psychology can also contribute to this topic (Çelik et al., 2022). Moreover, didactics and subject teaching methodology research would be especially significant in order to explore strategies and methods which can be used in developing and rethinking values.