The present study aims to investigate information literacy and curriculum literacy levels of teacher candidates and to identify the relationship between them through their course of study at Faculty of Education. The research model was designed as quantitative one and general screening model was employed. The study group is 895 students, who were reached out of teacher candidates, attending the third and fourth grade in the Classroom Education, Preschool Education, Science Education and Social Sciences Education Departments of Pamukkale University and Sinop University in the 2017-2018 academic year. To achieve the goal of this research study, “Information Literacy Scale” and “Curriculum Literacy Scale” were used. In light of results obtained from the study, it is observable that there are meaningful differences between information literacy and curriculum literacy of teacher candidates in terms of the variables identified. Further, the mean of items measuring teacher candidates’ levels of information and curriculum literacy were examined and their levels of “frequency” and “agree” were determined. Ultimately, correlation analysis was performed between information literacy and curriculum literacy and positive relationship was determined at the low, medium and high levels. Also, predictive power of the level of information literacy on the level of curriculum literacy was tested. Aforesaid these four variables together explain 34% of the change in curriculum literacy levels.

This study aims to explain the extent to which prospective physics teachers’ views and practices are consistent with the constructivist framework. A case study design was employed as the research approach. The study was conducted with 11 prospective physics teachers attending a state university in Turkey. Data was collected through semi-structured interviews, observation notes and lesson plans. The interview guide consisted of questions which allowed the interviewer to probe participants’ views of constructivism based on 5E learning model. Such questions as “how do you plan your teaching?” (introducing new topics, continuing the lecture, types of questions to ask, evaluating students’ understanding etc.) were included in the interview. Following the analysis of the interview data, participants’ profiles were classified into three categories: traditional, transition and constructivist under the dimensions “beginning of a lesson,” “learning process,” “learning environment” and “assessment.” Observations were carried out using an observation checklist consisting of 24 items based on 5E learning model. Another checklist developed by the researchers was used to evaluate participants’ teaching qualifications. Interview results showed that seven participants had transitional, three had constructivist and one had traditional views. However, none of the participants were observed to exhibit constructivist teaching styles. Moreover, observation and interview results were consistent only for six participants, indicating that almost half of the participants had difficulty putting their views into practice.

It is important for pre-service teachers to know the conceptual difficulties they have experienced regarding the concepts of multiplication and division in fractions and problem posing is a way to learn these conceptual difficulties. Problem posing is a synthetic activity that fundamentally has multiple answers. The purpose of this study is to analyze the multiplication and division of fractions problems posed by pre-service elementary mathematics teachers and to investigate how the problems posed change according to the year of study the pre-service teachers are in. The study employed developmental research methods. A total of 213 pre-service teachers enrolled in different years of the Elementary Mathematics Teaching program at a state university in Turkey took part in the study. The “Problem Posing Test” was used as the data collecting tool. In this test, there are 3 multiplication and 3 division operations. The data were analyzed using qualitative descriptive analysis. The findings suggest that, regardless of the year, pre-service teachers had more conceptual difficulties in problem posing about the division of fractions than in problem posing about the multiplication of fractions.

The object of this study is to determine the conceptual understanding that prospective Science teachers have relating "de Broglie: Matter waves" and to investigate the effect of the instruction performed, on the conceptual understanding. This study was performed at a state university located in the western part of Turkey, with the Faculty of Education-Science Teaching students (2nd year / 48 individual) in the academic year of 2010-2011. The study was planned as a single group pretest-posttest design. A two-step question was used in the study, prior to and after the instruction. Lessons were conducted using the 7E learning model in the instruction process. When all these results are evaluated, it can be said that the conceptual understanding of the prospective teachers regarding "de Broglie; matter waves" has been taken place. In general, when all the sections are examined, it has been observed that the prospective teachers have more alternative concepts prior to the instruction and more scientific concepts after the instruction.  In this process, besides instruction, the prospective teachers have not taken any place in a different application regarding the basic concepts of quantum physics. Therefore, it has been determined that the 7E learning model used in the research and the activities included in the 7E learning model are effective in conceptual understanding.

In this research, the purpose is to investigate the practice of teacher candidate procedure and engage in a discourse on the teacher candidates’ views on the practice. The qualitative method has been used in order to analyze teacher candidates’ views on the subject. The subjects of the study comprise 57 teacher candidates currently working in Bayburt. Semi-structured interview forms consisting of questions about the way the teacher candidate education is implemented and questions that refer to their thoughts about the practice were used as data gathering instrument. In this research, content analysis technique has been used for the analysis of the data collected through the interviews. The codes reached through the answers from the informants and their frequencies have been given. The codes with high frequencies have been supported with excerpts from teacher candidates. As a result of the study, it has been found out that most of these teachers who were involved in teacher candidate training consider it ‘a waste of time'. With flexibilities allowed and without proper planning, the practice of the procedure is found to have prevented achievement of the goal. Furthermore, the practice of contract adjunct teaching has also brought about some contradictions.

One of the central aspects of displacement and migration is resilience on behalf of the affected individuals. UNHCR reports that the number of displaced people around the world reached 65 million by the end of 2015. In another report UNHCR states that the number of Syrian refugees in Iraq is 233,224. While IOM reports that the number of the internally displaced persons in Iraq between 2014 and 2016 reached to 3.4 million. As it is crucial to communication and, thus, survival, language is vital to promoting resilience of such people. Nowadays, English language learning provides numerous opportunities for individuals to succeed; hence, it is essential in building resilience among displaced populations. The current study aimed to explore resilience level of the displaced adolescents in Iraq, also to verify the impact of English language learning on their lives. The study has been conducted in camp and non-camp schools via the delivery of a CD-RISC-25 questionnaire as quantitative method, followed by interviews as qualitative method. The results concluded that the participants had medium resilience level, and learning English plays different roles in building resilience of the participants.

The aim of this study is to determine the problem solving skills and science process skills of six year-old children who attended kindergarten and whether or not there is a difference in problem solving skills and science process skills of children receiving and not receiving the education with GEMS program. In the study using the experimental model with pre-test, post-test and control group, the sample group consisted of a total of 25 children including 11 children in experimental group and 14 children in control group who attended the preschool education. The “GEMS Program” was applied throughout a school year after applying pre-test to the children in the experimental group. In the scope of the study, “General Information Form” to obtain the data about the children and their families, “Parental Evaluation Form” including the evaluation of the parents about their children, “Problem Solving Scale in Science Education (PSSSE)” to determine the problem solving skills of the children and “Science Processes Observation Form (SPOF)” to measure the science process skills of the children were used. According to the results of the study, while a statistically significant difference was observed between the Problem Solving Scale in Science Education mean scores of the children in the experimental group who participated in the GEMS Education Program and of the children in control group, no statistically significant difference was observed between the mean scores obtained by the children in the experimental group from Science Processes Observation Form and the mean scores of the children in the control group.

Individuals face negative events throughout their lives and such events can cause problems in every aspect of life. A high level of resilience is required to cope with such negative events. There are various factors that affect resilience. Hope is one of those factors. This factor provides a strong structure to individuals and keeps identified objectives alive. Based on this view, the aim of this study was to investigate the relationship between resilience and constant hope of students studying in a sports science department. Accordingly, the study group of this study consisted of 203 students with 91 female and 112 male students studying in a sports science faculty/school of physical education and sports of universities. The data collection tools of this study were the “Resilience Scale” and the “Constant Hope Scale”. Additionally, to collect information about the students, the “Personal Information Form” developed by the researchers was adopted during the data collection process. The analysis of the obtained data was done with descriptive statistics, t-test for independent two groups, one- way variance analysis (Anova), and Pearson Correlation. To determine which groups caused the statistical difference after one-way variance analysis (Anova), the Tukey HSD multiple comparative test was applied. The results of the study indicated that the data obtained on a scale basis had normal distribution. While there was no significant difference for gender between the relationship of resilience and constant hope, there was a statistically significant difference between different age groups. Additionally, the correlation analysis indicated that there was a positive, moderate level relationship between the two scales.

The purpose of the study is to reveal the effect of cooperative learning on language skills in an English course. The study was carried out for 5 weeks with 66 students studying at the 10th grade at an Anatolian high school in the district of Karadeniz Eregli in Zonguldak during the fall term of the 2015-2016 academic year. The design of the study was ‘nonequivalent control groups pre-test post-test’ which is one of quasi-experimental designs. Data were gathered using an achievement test measuring students’ vocabulary knowledge, grammar knowledge, reading comprehension and listening skills. Results showed that cooperative learning had a larger effect on vocabulary knowledge, grammar, listening and reading skills compared to traditional method.

The aim of this study is to explain and predict prospective preschool teachers’ academic achievements depending on goal orientations they adopt, their critical thinking dispositions and self-regulation skills. Research sample constitutes of 265 prospective preschool teachers attending the Faculty of Educational Sciences in Cukurova University. Research data were collected with the 2x2Achievement Goal Orientations Scale, Self-Regulation Questionnaire and Critical Thinking Disposition Scale. Demographical information about prospective teachers’ gender, age, grade level and academic grade point averages were obtained with the personal information form. For the analysis of research data, One-Way Analysis of Variance (ANOVA) and discriminant analysis were used. In this study; it was concluded that prospective teachers with high level of learning approach orientation, critical thinking disposition and self-regulation skills had higher levels of academic achievement. However, it was determined that distinguishing variables among prospective preschool teachers with low, medium and high level of academic achievement included learning approach, performance approach goal orientation and critical thinking disposition and self-regulation skills. Correct classification percentage of distinguishing variables according to prospective preschool teachers’ levels of academic achievement was determined as 48.8%. Considering the fact that prospective teachers’ achievement-goal orientations, critical thinking dispositions and self-regulation skills may increase their academic achievement and shape their future teaching performances, it is suggested to implement programs that will contribute to the development of such skills and orientations among prospective preschool teachers.

The present study aims to determine learning styles of students majoring in Music Education Departments in Turkey and thus develop scale on learning styles to be used in piano lessons. Moreover, it is intended to reveal the relationship between students’ learning styles identified by the developed scale and their academic performance in piano lessons. In this sense, an achievement test was developed to assess student’s performances in piano lessons. The research was figured according to relational screening model among the screening models. The population of the research is composed of 3rd grade students majoring in Music Education Departments in Turkey. The sample of the research consists of 473 third grade students out of 730 3’rd year students studying in Music Education Departments. Developed by the researchers to assess students’ performance in piano lesson, the scales titled “Pamukkale Piano Learning Style” and “Piano Performance Test” have been used. In light of the results obtained from the study, a learning style model has been developed to learn piano instrument. According to this model, students’ independent, analytical, dependent and emotional learning styles have been identified. According to the research results, there is no high-level relationship between all learning styles and piano academic performance.

The aim of this research is to evaluate the constructivist learning environments of physical education and sport teacher candidates. For this purpose, 928 students (523 male, 405 female) selected by the appropriate sampling method from the Physical Education and Sport Teaching Department of 17 universities consisted the sample of the research. In the study; "Constructivist Learning Environments Evaluation Scale" developed by Arkun and Askar (2010) was used in order to reveal the opinions of the students about the constructivist learning environment. The scale consists of 7 Likert type, 6 sub dimensions and 28 items. The Cronbach alpha reliability coefficient for this study was found to be .93. The lowest score that can be taken from the scale is 28 and the highest score is 196. Kruskal Wallis Variance Analysis and Mann Whitney U test were used because the obtained data did not show normal distribution (Kolmogorov-Smirnov), and the significance level was taken as 0.05. As a result of the research, the constructivist learning environments of 17th universities 3rd and 4th grade teacher candidates were evaluated in terms of age, gender and grade variables. According to this, there was no significant difference when the average scores of constructivist learning environments were compared in terms of age and class levels of physical education and sports teacher candidates. In comparison with gender, female teacher candidates were found to have a more constructive learning environment.

In this study, the relations between learning styles and academic success of pre-service history teachers were examined. The study group of this research was comprised of 142 pre-service history teachers, who attended Bayburt University, Faculty of Humanities and Social Sciences, Department of History in spring quarter of 2017-2018 academic year. "Grasha-Reichmann Learning Style Scale" was used in collection of data for the research. As per the academic success of the pre-service history teachers, averages of their four major area course grades were recorded. In the analysis of the research data, descriptive statistics, t-test for the independent groups, and multiple regression analysis were used. It was understood that the dominant learning styles of pre-service history teachers were, respectively, dependent, independent, participant, collaborator, avoidant, and competitive learning styles. Also, it was found that gender variable has not significant effect on pre-service history teachers’ learning style. In the regression analysis, it was discovered that the learning styles of pre-service history teachers are predictive for their academic success. Moreover, it was understood that only participant and competitive learning styles significantly predicted the academic success. In other words, learning styles of pre-service history teachers accounted for 28 % of academic success of the pre-service history teachers.

In this work, we have analyzed the opinions of teacher candidates of French as a foreign language on the method that should be used in the teaching of reading-comprehension, one of the main linguistic skills. At the end of the Fall Semester of the 2011-2012 academic year, a survey constituted of three open-ended questions was carried out among teacher candidates studying at the French Language Teaching Programme of the Faculty of Education of Uludag University. Among the 120 students enrolled in the Programme, 64 have participated in the survey voluntarily and expressed their opinions. Students have been priorly informed about the study and the link of the survey prepared via Google Docs has been sent to them through an e-mail where they were asked to fill in the study in Turkish. In the scope of the present work, only student opinions relating to option b of the study's second question -i.e. on the method that should be used in the teaching of the reading skill in French- have been taken into consideration. In this qualitative work based on a case study pattern, opinions have first been sorted out through the content analysis method and have been classified; then, they have been compared with and discussed in the light of opinions and suggestions that already exist in literature. Lastly, findings have been interpreted and presented as a determination.

The aim of sports and physical effect on the course chosen and the selection (choosing different courses) students to determine the difference between the levels of social skills. Research, Sports and Physical Activities are important in determining the contribution of the social skills of course. Research elective sports and physical activities screening to determine their level of social skills among students taking the course and take the 11-14 age model is designed. The population of the 2015- 2016 academic year in the fall semester research, Malatya affiliated school in sports and physical activities constitute 11-14 age students choose the courses. Elective sports and physical activity as a data collection tool for taking the course and receive a questionnaire for students to determine their level of social skills are used. The survey consists of a personal information form and social skills inventory to determine the defining characteristics of the students in the first chapter. In the evaluation of the data obtained as a number descriptive statistical methods, percentage, mean, standard deviation is used. in comparing quantitative data between two independent groups of continuous man-Whitney U test for continuous quantitative comparison of data between more than two independent groups Kruskal wallis test. Kruskal wallis complementary test to determine differences in man-to-Whitney test after test. Research results in emotional expressivity, sensitivity, social expressivity, social sensitivity, social control, social skills and physical effect on the total level of the sport was concluded to be higher in the group selects the course.

The inorganic chemistry is one of the essential courses in the education of pre-service chemistry teachers. This study investigates the differences between the adopted learning approaches and achievements of Turkish pre-service chemistry teachers' who received the inorganic chemistry course from the same lecturer. The purposes of this study are to explore the relationship between the inorganic chemistry achievements and the adopted learning approaches of pre-service chemistry teachers and to examine the effect of their learning approaches on their inorganic chemistry achievements. This study was conducted with 127 pre-service chemistry teachers from the Department of Chemistry Education at one of the public university in Turkey. “The Study Process Questionnaire” and “The Inorganic Chemistry Achievement Exams” were used as the data collection tools. The descriptive statistics and chi-square test were used for the data analysis. The results of the study displayed that (1) there is a significant relationship between the pre-service chemistry teachers’ inorganic chemistry achievement and their learning approach; (2) their learning approach has 34 % effect on their inorganic chemistry achievements according to Somers'd value.

This study aims to analyse opinions of social studies prospective teachers towards out-of-school learning. It was conducted with 12 prospective teachers who were at their final year at Kafkas University Education Faculty, Social Studies Teaching Department. In this qualitative study, phenomenological design was adopted, and the data was collected with semi-structured interview form which was developed by the researcher. To explain qualitative data and to find relationships, explanatory and inferential codes during analysis were adopted. Based on the results obtained from this study, prospective teachers expressed that they had inadequate knowledge about out-of-school learning, and out-of-school learning may present advantageous to learning process such as learning with doing-experiencing, permanence of subjects, and materialisation of information. Additionally, regarding out-of-school learning, prospective teachers expressed that there may be problems with time and incorrect learning practices. Recommendations were presented for these results.

The study investigates the views of social studies teachers (SSTs) about the advantages and challenges of interactive whiteboard application in social studies lessons. Data was gathered using a questionnaire consisting of 58 items. The sample comprised 483 male and female SSTs from different governorates of Oman who were provided with three training programs about using Interactive Whiteboard (IWB). Data were analyzed by using: Means, T-test and One Way ANOVA.  The results indicated that they considered its effect to be significant in supporting students’ learning process by enhancing the quality of learning environment, excitement of use and importance of use in social studies lessons. It also showed that they used it widely in their lessons but they experienced moderate challenges, including related to technical support and the availability of IWB in all classes. The results also indicated that teachers’ gender and experience influenced their views. The study recommends the provision of more technical support to teachers.

The aim of the research is to determine the perceptions of the preservice science teachers about the photosynthesis and to reveal the relation between these perceptions and the misconceptions of the existing concepts. In the research, field scanning method was used as a descriptive research method. The sample of the research is composed of 355 preservice science teachers trained in different universities. For the selection of the sample, purposeful sample selection was used and attention was paid to the fact that the preservice science teachers had taken the General Biology-I and General Biology-II courses at the undergraduate level in the determination of the class level to be included in the study. The "Photosynthesis Concept Achievement Test" (PCAT) developed by the researcher and composed of 4 questions was used as a data collection tool. Quantitative data obtained from the study were analyzed using SPSS.20 package program while content analysis was performed in the analysis of qualitative data. As a result of the research, it was determined that the preservice science teachers' perceptions of photosynthesis were in the direction of chemical and biological approaches and that the teacher candidates preferred the chemical approach rather than the biological approach. However, preservice science teachers who prefer the chemical approach have reached the conclusion that they are in much more misconception than the biologically approaching teacher candidates.

Human Resource Management (HRM) includes recruitment, training, development, motivation and evaluation of the staff who will achieve the goals of the organization and perform the necessary activities to be successful. The success of the organization depends on the effective use and management of human resources. Considering that The Ministry of Turkish National Education has the most crowded personnel and the potential of leading the future human resources, the HRM strategies of this organization becomes significant.  In this study, it is aimed to investigate to the human resources management practices of the Ministry of Turkish National Education from the perspectives of teachers who are also the human resources of the system.  In this research, holistic-multiple case study design was employed and the open-ended interview form which includes nine questions considering the functions of the HRM was utilized as the data collection tool. Research results showed that teachers know the duties and responsibilities which are declared in their job definition but they do not consider some of the significant professional efficiencies such as planning, assessment and evaluation. Moreover, the ministry does not make long-term plans in order to determine the required human resources, and also the functionality and subjectivity of the system is under discussion in terms of selection and appointment. What's more, the desired aims cannot be reached in terms of professional development. Teachers have the anxiety of performance evaluation based on accountability, and they emphasize fair and subjectivity in terms of payment, rewarding and discipline.