TY  - JOUR
TI  - Classroom Teachers' Cognitive Fictions on the Concept of Value
AB  - This study investigated classroom teachers’ cognitive fictions on the concept of value. The sample consisted of 40 primary school classroom teachers using purposive sampling. The study adopted a qualitative phenomenological research design. Data were collected using a Repertory Grid Interview Questionnaire. The data were analyzed using content analysis. Four hundred cognitive fictions were developed and categorized into ten fundamental values theorized by Schwartz. The cognitive fictions were addressed based on participants’ gender and training in values education. As a result classroom teachers considered the value groups ‘‘achievement’’, ‘‘conformity’’, ‘‘self-direction’’ the most important.
AU  - Ergün, Asuman
AU  - KOÇ, Sevgi
DO  - 10.14812/cuefd.1301747
PY  - 2023
JO  - Çukurova Üniversitesi Eğitim Fakültesi Dergisi
VL  - 52
IS  - 3
SN  - 1302-9967
SP  - 953
EP  - 982
DB  - TRDizin
UR  - http://search/yayin/detay/1219544
ER  -