This exploratory study examines the background characteristics, socio-cultural values and
pedagogical beliefs that entering student teachers bring with them into the faculties of
education and explores their possible implications for teacher education in the Turkish
context. The study comprised 18,226 first-year student teachers from 51 faculties of
education who participated in the study by responding to a three-section questionnaire
developed by the research team. Their responses indicate that students entering education …