Why Student Teachers Teach Or Do Not Teach The Professed Values?

This study investigates the relationship between student teachers' awareness of and their willingness to teach certain values. Findings from an interpretive case study indicate that the relationship between students' awareness of the professed values and the values that they are willing to, and actually teach, in the classroom is much more complicated than expected. Their willingness to actualize certain values is closely related to the substance of values, the extent to values awareness and the classroom situation for practice. Such relationship is modified in and from the teaching practice in which the taught and professed values are dialectically and pedagogically informed.