The theoretical approach is based on the Schwartz Values Survey (SVS). The survey is a 57-items questionnaire aimed at identifying a set of 19  personal values (Basic Values) that are regrouped in ten larger values (Broader Basic Values: Self-Direction, Stimulation, Hedonism, Achievement, Power, Security, Conformity, Tradition, benevolence, and Universalism). The model also sets Higher Order Values. The author and his collaborators argue in favour of the universal character of the ten values (Schwartz, 2006; Bilsky, Janik & Schwartz, 2011; Schwartz, 2012). It is a  preferred instrument when dealing with values of large groups of people. For example, in its latest form the SVS is strongly linked to the European Social Survey. Simplified versions of the questionnaire are also available.  

 The SVS has been employed in various contexts, but not on specific categories, such as teachers. Therefore, prior research did not consider the way in which such instruments can help developing occupational profiles or, at least, to identify possible pitfalls. In order to verify its usefulness in specific professional setting, we have applied the PVQ-RR to a number of 100 History teachers and 100 trainee/prospective teachers (convenience samples). The respondents had to fill in a survey that was delivered online and that was analysed using the R statistical instruments.

The research question is aimed at the relation between the individual (personal) values and the way in which professional experiences influence these basic values. That is, if and to what extent are the personal values influenced by the set of professional values embedded in both the school subject and their personal professional experiences. The elements of interest are the personal values of respondents, their epistemic beliefs related to their field of expertise, and the hidden curriculum, which has a significant role to play in the teaching activity (OECD, 2021:118).

Generic values are part of the definition of competences, and as such an important element of all teaching and learning. The statement is even more relevant for History teaching and the renewed scope of the school subject in the last decades. The role of History teaching in the development of civic and democratic education has put a new emphasis on the issue of values. But less researched is the contribution of teachers' personal values, and the interplay between the personal values of teachers as individuals and the values that are more salient for a specific field of knowledge.

The rationale is based on a mixed-methods approach. 

The research is critical, since the role of values becomes more prominent and has to be taken into consideration when developing curricula or designing teaching activities. The OECD also indicates that  the cultural context is important, since different countries make different choices when associating specific subjects with specific values and attitudes.

Results seem to indicate the fact that, while the values taken into consideration by the theoretical model are confirmed, there is an influence of the epistemic beliefs related to a specific field of knowledge (in our case, History as a school subject). The result is that the hierarchy between these values might be influenced in the case of teachers by the epistemic tenets of the academic field. 

Applying the PVQ-RR questionnaire to a number of respondents (in-service teachers and teacher trainees), and the statistical analysis - A focus-group with the in-service teachers analysing the statistical results in relation to what they consider to be values promoted by their specific subject (in this case, History); - Comparing statistical results with results put forth by prior research (international and national approaches, such as the national TALIS Report, 2018, and various papers by Schwartz and collaborators).

Results seem to indicate that, while the values taken into consideration by the theoretical model are confirmed, there is an influence of the epistemic beliefs related to a specific field of knowledge (in our case, History as a school subject). The result is that the hierarchy between these values might be influenced in the case of teachers by the epistemic tenets of the academic field.

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