Sosyal bir varlık olan insanın davranışlarını yönlendiren standartlar olarak tanımlanan değerler, bireyin dünyaya geldiği günden itibaren başta aile olmak üzere sosyal çevreyle etkileşim ve eğitim yoluyla öğrenilir. Bu kapsamda değerlerin öğrenilmesinde örgün eğitim kurumları olarak okulların yeri oldukça önemlidir. Okullarda eğitim-öğretimin en önemli unsuru hiç şüphesiz öğretmenlerdir. Öğretmenlerin benimsedikleri model, yöntem ve teknikler ile kullandıkları etkinlikler, öğrenmenin niteliğine yön vermektedir. İlgili literatür incelendiğinde değerlerin öğretilmesinde ya öğrencilerin pasif olduğu değer aktarma yaklaşımları ya da öğrencilerin aktif olduğu değer geliştirme yaklaşımları ön plana çıkmaktadır. Nicel araştırma yönteminin benimsendiği bu araştırmada, 2016 yılının Şubat ayında atanan 173 aday öğretmenin değer öğretiminde kullanmayı düşündükleri etkinliklere dair görüşleri ele alınmıştır. Değer öğretiminde kullanılması düşünülen etkinliklerin yaş, cinsiyet, fakülte mezuniyet yılı, değer eğitimi dersi alma durumu, öğretmenlik deneyimi, adaylık eğitimi yöntemine yönelik tutum, adaylık eğitimi seminerlerini faydalı bulma durumu ve öğretmenlik mesleğini tercih etme gerekçesi değişkenleri ile ilişkisi incelenmiştir. Araştırmada, sadece değer eğitimi alma durumu ve öğretmenlik mesleğini tercih etme gerekçesi değişkenlerine göre bir farklılaşmanın olduğu tespit edilmiştir. 

The values ​ are the standards that guide the behaviors of a person who is a social entity are learned through interaction and education by the social environment, especially the family, from the day when the individual comes to the world. In this context, the place of schools as formal education institutions is very important when the values ​​are learned. Teachers are undoubtedly the most important element of education in schools. The models, methods and techniques that teachers use and the activities they use give direction to the quality of the learning. When the related literature is examined, about teaching the values ​​are taught either student-passive value transfer approaches or student-active value develope approaches are the forefront. Activities in which the student is passive in value teaching are mostly related to teacher centered value transfer approaches. In value transfer approaches, values are considered absolute and unchanged. Individuals whose values are transferred are expected to adopt pre-existing and validated values. In these types of approach where a deductive approach is adopted, the rules are given first and then reinforced by examples. It is used much more especially at primary and secondary school level. In value transfer approaches, students learn the values chosen by their teachers. In this context, inculcation and behavior change approaches are mentioned in the literature. Inculcation refers to the transfer of the desired and predetermined values to the students. The behavior change approach, which aims to teach values based on behavioral learning theory, aims to change behavior by conditioning. In value teaching, student-centered approaches are called as value development approaches in the literature. Value development approaches are the inductive approaches that are developed after the 1960s, aiming individuals to recognize themselves and create a system of values based on their own experiences. Where these approaches are adopted, it is stated that valuation of any situation or event is the process of self-realization of the individual, and it is not desirable to induce certain values ​​to the individual; the individual is asked to create an internally active decision. In the value development approaches, it is aimed to assist the individual actively participating in the process to gain the knowledge, skills and attitudes that will guide him / herself throughout life. In this way, it contributes to the development of the individual with a critical and creative thought. However, in order to be active in the value teaching process, the individual has the ability to cope with the pressure and effects encountered in the current environment; to choose between conflicting values, to solve problems and moral dilemmas, to be able to choose consciously and reliably from a batch of information in a conscious way is expected to have competencies. In order to create the competences expressed, teachers are asked to support their students in creating life meaning, value and life skills. However, students need a certain time to acquire the competences expressed here. This time and opportunity may not be possible in the school environment. In the literature on value development approaches, approaches such as value description, value analysis and moral development are discussed. The value-explanation approach requires teachers to guide their students in explaining their values ​​rather than teaching them their values. The value analysis, which is an approach that aims to enable the student to think about case studies involving a certain moral value and thereby gain moral values, asks the individual to question the causes of the problems he / she faces. In the moral development approach developed by establishing a relationship between value teaching and moral development, it is essential to gain values ​​through moral dilemmas. This approach focuses on moral values ​​such as honesty, justice, equality and human dignity. In this research, which adopted the quantitative research method, 173 candidate teachers (115 of them were female and 55 were male) who were appointed in February 2016, received opinions about the activities they intend to use in value teaching were discussed. 59% of the teachers are between 20-25, 27.7% are 26-30, 13.3% are between 31-35 years old. Teachers from all disciplines including Religious Culture and Moral Knowledge, Classroom, English, Mathematics, Pre-School, Information Technologies, Turkish and Psychological Counseling and Guidance Teacher were the participants. In the research, “Scale of activities used in value teaching” prepared by Akbaş (2004) was used. The scale of activities used in teaching value consists of two parts. In the first part, there are verbal activities used by teachers in teaching value and in the second part are the items related to student centered activities. The reliability and validity analyze of the scale were performed by taking the views and opinions of Akbaş. As a result of the factor analysis, verbal activities in the first part of the scale were renamed “Activities in which the student is passive” (Passive) and student-centered activities were renamed “Activities in which the student is active” (Active). “Activities in which the student is passive” and “activities in which the student is active” are considered as dependent variables; age, gender, year of graduation of the faculty, status of taking value education courses, teaching experience, attitude towards candidacy method, status of finding candidate training seminars and reasons for choosing teaching profession were determined as independent variables. Since the reliability and validity tests of the activities used in the value education scale were performed and the data obtained from the scale met the assumption of normality, parametric tests were performed. In this context, t-test and Anova tests were applied in the study. In the study, it was determined that there was a differentiation according to the variables of just taking the value education and the reason of choosing the teaching profession. These results were compared with similar studies in the literature.