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.

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.

Firstly, the researcher provides an insightful introduction into the phenomenon focused on to explicate the learners’ views about the role of school counselors in line with career selection. To attain the study objectives, the researcher used a multi-unit case study to investigate the perceptions among high-school students about school counselors’ roles and career selection. The investigator used open-ended questionnaires to harness information and then utilized the qualitative descriptive approach to analyze the data. Analysis of the information collected via open-ended questionnaires was done through thematic analysis, which was a subset of the broader qualitative descriptive technique. The findings denoted that high-school learners have varied perceptions with regards to the roles of school counselors and career selection.

This study was designed as a case study. Participants were 12 senior pre-service science teachers (PSTs), who took theoretical and practical courses about STEM education and socio-scientific issues (SSIs) during their education at a state university. For the study, in the first 4 weeks, theoretical courses on SSIs and STEM education were carried out. Afterwards, PSTs were asked to choose a SSI and configure this issue as a problem statement to perform a STEM activity. Participants were given a total of 3 weeks to determine the issue and prepare the STEM activity, and the researchers of the study gave systematic feedback during this period. Then, starting from the fifth week of the study, groups started to implement their STEM activities in the class, where their peers were assigned as their students. The activity plans they prepare, the field notes taken by the researchers during the implementation of the activities and the semi-structured interviews about the opinions of the PSTs on the use of SSI in STEM education were the data sources of the study. Findings revealed that PSTs found establishing STEM problem situations over SSIs suitable since they provide features such as conformity to real life, having multiple criteria and providing compatibility with other disciplines. Moreover, after their practices, they pointed out that the activities enabled both the teaching of the SSI and the integrated teaching to be carried out. As a conclusion, it is recommended to use socio-scientific problem situations to perform STEM education.

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.

It was aimed in this study to determine the teacher candidates' views on the augmented reality applications in education. It is a descriptive study to identify the present situation. Survey model, one of the quantitative research methods, was used in the research. The sample group of the study is comprised of 220 teacher candidates who are studying in the 2nd Grade of 8 departments in Mersin University Faculty of Education. Consisting of 4 sections, 22 items and an open-ended question, a questionnaire was used as a data collection tool in the study to determine the views of teacher candidates about the augmented reality applications in education. The findings obtained from the analysis of the data were shown in frequency and percentage. Qualitative findings obtained from the open-ended question were classified into codes and themes through content analysis method, and frequency and percentages of codes were given. It was found in the study that the teacher candidates did not know well enough about the augmented reality applications and that those who knew them found these applications very entertaining, motivating and facilitating learning, and were also of the same mind to use them widely in education.

The aim of this paper is to determine the influence of blended learning environments on self-regulated and self-directed learning skills of undergraduate students. The explanatory sequential mixed method was used. In total 167 students participated in the study. While sixty students taking “Programming Languages” course at Computer Education and Instructional Technologies Department constituted the experimental group, 102 undergraduates-65 of them from the same department (Control 1) and 42 from Electronic Engineering Department (Control 2) formed the control groups. Self-directed Learning Readiness Scale, Self-regulated Learning Scale and semi-structured interviews were used as data collection instruments. While the experimental group received blended instruction, control groups received traditional instruction for weeks. The findings of the study revealed that self-regulated and self-directed scores of experimental group differed significantly from the control groups` indicating that the use of blended instruction is more effective than traditional instruction in terms of developing self-regulated and self-directed learning skills. Students in the experimental group pointed out that the blended learning environment presented rich content, easy accessibility, effective guidance and motivation.

The purpose of this study is to determine the attitude towards Turkish Course and reveal the perception of students towards Turkish Course and teacher. In this context, a personal information form and Attitude Towards Turkish Course (ATTC) Scale were applied to 419 students who receive education in the center of Kirsehir province, in Turkey. In addition to that, the metaphors of students towards Turkish teacher and course were compiled by means of semi-structured interview form. The students were also required to draw pictures that express their feelings towards Turkish Course. The results can be summarized as follows: it was seen that Turkish teachers were likened to an “angel”, “cotton” and “panda”, and happy emojis and heart figures were drawn towards Turkish Course. It was understood that the attitudes of- female students in comparison to male students, the ones who possess a phone to the ones who do not, the ones who have a higher literacy level to the ones with lower literacy level, the ones with more social media followers to the ones with less followers and the ones who spend more extracurricular time with to the ones who do not- have been developed more positively.

In this study, it is aimed to discover childhood fears of 60-72-month-old children through the opinions of preschool children, preschool teachers and mothers. Study group of the investigation consists of 52 participants; 18 children aged 60-72 months, 16 teachers and 18 mothers with preschool children, in Istanbul. An “Interview Form” which consists of 9 questions, was developed by the researchers. According to the findings, there are not significant differences in fear types among preschool children in different socioeconomic levels. In general, the most common fear types among all children are animals, robbery, natural events and nightmares. According to the mothers in lower and middle socioeconomic levels, children are mostly afraid of the dark and loneliness and to the mothers from upper socioeconomic level, they are afraid of strangers and unfamiliar settings, animals and loneliness. According to the teachers working in lower socioeconomic level schools, children are mostly afraid of animals; to the teachers from middle socioeconomic level schools, children are mostly afraid of the dark, strangers and unfamiliar settings; and according to the teachers working in high socioeconomic level schools, children are mostly afraid of separation, strangers and unfamiliar settings and loneliness.

The purpose of this study was to assess the correlation and predictive relationship between self-determination and quality of life of college students with disabilities. Subjects were 145 senior college students recruited from northern Taiwan. Subjects' age ranged from 22 to 25 years and their disabilities varied, including visual impairments (n = 16), hearing impairments (n = 17), speech/language impairment (n = 6), physical disabilities (n = 40), specific learning disability (n = 26), emotional and behavior disorders (n = 5), multiple disabilities (n = 4), autism (n = 23), and health impairments (n = 8). Two measures, the Self-Determination Scale for College Students (SDSCS) and WHOQOL-BREF were used to collect data. The subjects completed the SDSCS in their senior year of college, whereas the WHOQOL-BREF data were collected one year after their graduation. The Pearson correlation and stepwise multiple regression analyses were used to assess the correlation between the SDSCS and the WHOQOL-BREF. Results showed that positive correlations were found between self-determination and quality of life. Subjects’ scores on the SDSCS subscales (Self-Realization, Psychological Empowerment, Autonomy) were able to explain between 30.3%-53.2% of the total variance of their scores on the WHOQOL-BREF domains (Psychological, Social Relationships, Environment). The results of this study re-confirmed the positive correlation between self-determination and quality of life of individuals with disabilities. Furthermore, the study highlighted that self-determination not only has an immediate impact on quality of life for people with disabilities, but it seems to have a long-lasting effect. Suggestions and implications are provided.

Once a privilege for the members of the elite, writing is now a staple of everyday life accessible to the masses. Despite its significance for individuals’ economic, psychological, and educational well-being, it may not always be utilized to its full capacity. This is partly due to reductionist approaches to writing without full consideration of its various manifestations in life. This paper will argue that writing is more than the inscription of letters and symbols on paper (or on screen). The common misconception that highly developed artistic skills are a must for one to be a “good” writer often prevents individuals from engaging in rewarding learning experiences in and outside of formal education contexts. The realization of the ways in which writing in fact is a part of our daily lives and therefore cannot be divorced from learning throughout life will reduce concerns about a possible lack in writing skills. It will also be maintained in this paper that there is complementarity between lifelong learning and writing; just as lifelong learning requires the utilization of writing skills, greater involvement in writing and enhancements to one’s writing skills support lifelong learning skills. This paper will also propose that an emphasis on writing across curriculum in formal education settings as well as outside of formal education will help prepare individuals for engagement in continuous learning throughout life.

Technology is an indispensable part of the educational curriculum, and large budgets have been allocated to provide technological infrastructure in secondary education institutions in Turkey. It is important that teachers have the technological pedagogical content knowledge (TPCK) to successfully integrate technology into their courses. The aim of this study is to examine the development of the TPCK of a mathematics teacher who participated in in-service training course organized for the use of Geogebra software in geometry teaching. The in-service training is designed in accordance with the Technology Integration Model stages, and Geogebra software is used taking into account the learning outcomes of 9th and 10th grade secondary school geometry. The case study method has been employed, and data was collected through interviews, observation, self-assessment forms, and field notes. The findings show that the in-service training helped the maths teacher integrate technology in the teaching and developed the knowledge of curriculum, students’ understandings and learnings, and instructional strategies and methods. With regard to research recommendations and results, professional development programs that will provide TPCK development can be organized so that teachers can use the ever-evolving technologies in their classes along with the appropriate pedagogical approaches.

In this study, it is aimed to examine the mathematical conceptual skills of 48-72-month-old children attending pre-school education institutions providing a Montessori Approach and Ministry of National Education Pre-school Program (MoNE PSP). The study group consisted of 20 children, who were trained by the Montessori Approach, and 20 children, who continued to attend pre-school education institutions applying the MoNE PSP. The research was carried out in accordance with the state study design of the qualitative research methods, and the data of the study was collected by the structured observation method at the free play/individual work time in the learning centers of the children constituting the study group. A structured observation form was used as the data gathering tool, and mathematical concept skills such as counting, matching, grouping, comparison, positioning, measurement, pattern, part-whole, transactions and creating a graphic were included.  Research data were analyzed with descriptive analysis method, and the frequency and percentage values of the obtained data were calculated. As a result of the study, it was observed that the students trained with the Montessori Approach and MoNE PSP could not create graphics in both groups, while the rhythmic counting and patterning skills were the most observed skills in children. It has been determined that children trained with the Montessori Approach perform more studies, especially on matching, grouping, comparison/ranking, and part-whole skills, compared to the children trained with MoNE PSP. In the light of the results obtained in this research, it is suggested that the play materials that had to be in classes where MoNE PSP was applied should be standardized, and children should be able to get through these materials; also mathematics center should be established in the class level.

This is a descriptive study investigating the perception of children about discipline through metaphors developed by them. A total of 445 students participated in the research and the data was collected with the “Discipline Metaphors Survey (DMS)” developed by the researchers. At the end of the study, 143 metaphors, 94 positive and 49 negative, about discipline were gathered. The participating children mostly perceived discipline as a phenomenon guiding their behavior, maintaining the order, and as being necessary for the social life. Learning and development, self-control, protection mechanism, planned and ordered study, as well as collaboration are further positive perceptions of discipline. Negative metaphors, on the other hand, were usually power and control oriented and the discipline committee was described as the ultimate authority entity. Based on the students’ views, discipline was provided through classroom rules and for misbehavior the teachers tended to use warnings, shouting/scolding and punishment. School rules, dress code as well as prohibited product checks at the entrance of the school, the Discipline Committee and discipline rules were reported as the most common practices of discipline in school. Most of the students who thought that punishment is necessary for discipline stated that the punishment should not involve physical violence and that it should be reasonable. Further expectations of the students found in the study included warning without shouting, doing enjoyable activities to address individual differences, informing everybody about the rules. Children’s perception about discipline was usually affected by their teachers followed by their family and the school administration respectively.

In this research, After I have realized some technological applications in the course of general physics laboratory II of the science teacher program, this research aims to examine the effects of the students' attitudes towards technology and the information of the communication technology (ICT) with the mixed method. For this application, after the introduction of Arduino was done, it was used as a measuring instrument in the laboratory; it also used the Fritzing program for circuit diagrams and the e-support system for sending poster studies. The research was carried out with the 50 first-year students of the department of science education at Kocaeli University. In this study, the attitude scales toward technology and ICT were used to collect the quantitative data, and a semi-structured interview form was used to collect the qualitative data. For the quantitative analyses in the study, “t-Test for Dependent Groups” and “A Two-Way ANOVA was used for Complex Measurements”, for the qualitative analyses, “Descriptive Analysis” was used. The two analyses were combined according to the mixed method research model and interpreted. The results of the research showed that technological applications in the physics of the laboratory such as using arduino, fritzing program, and poster studies have a significant effect on the attitudes of students in the study group toward technology and ICT, and it was supported by the qualitative research.

The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective pre-school teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective pre-school teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers' level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity.

The purpose of this research is to examine experiences and opinions of nursery school administrators on natural disaster and emergency management. Therefore, 11 nursery school administrators from Izmit, Kocaeli, which suffered major damage from 1999 earthquake, participated in the research. Interview data were analyzed by content analysis. The results showed that teachers and other personnel weren’t adequately trained about intervention in emergencies, exercises couldn’t be implemented realistically and the parents didn’t have enough information about emergencies. Nursery Schools still suffer from physical disabilities, lack of financial support and educated staff, although they do meet the requirements outlined in official sources. The trainings given to school personnel regarding natural disaster and emergency management are rare and insufficient. Physical deficiencies of school buildings should be checked and schools should be in cooperation with relevant ministries and local authorities for financial support. Starting from the primary school level, training programs on natural disasters and emergencies need to be organized. As a result of the research, it was proposed to organize trainings, overcome the physical deficiencies and to provide schools with enough financial support.

Teaching is a sacred profession performed by self-sacrificing individuals with high responsibilities who are aware of their roles, have undertaken the task of raising future generations, make easier individuals’ process of becoming citizen in a way to ensure the peace and welfare of the communities, and allow them to learn knowledge, skills, attitudes and behaviors. By Ataturk’s saying, "Teachers are the most devoted and respectable factors of human society all over the world". In hadiths, the sanctity of teaching is expressed as, "Only those two people are admired enviously: The person who uses up and consumes the goods bestowed by Allah on him in the right way, and the person who properly rules over by the wisdom to him by Allah and who also teaches it to others.” From early childhood to puberty, the person studying in public institutions establishes a spiritual association with his/her teacher. The psychical aspect of teaching is also quite predominant. The role of teaching is sometimes mixed up with the roles of mother, father, sister and brother. There are many students who keep fresh their relationships with teachers for many years although their education and training activities do not continue. Based on these, the starting point of the study is about which characteristics the teacher must have to become an ideal teacher. This study was carried out to determine the characteristics of an ideal teacher in line with the opinions of the participants of the faculty of education and pedagogical training program in a University in Istanbul. The research was carried out in the screening model. The research data were collected through semi-structured interview technique to find out student opinions in a clearer way. The study group of the research was established in accordance with the voluntary basis from among the students from the psychological counseling and guidance department, Turkish teaching department, gifted children teaching department and English teaching department and the students who are enrolled in the pedagogical training certificate program in a University, in Istanbul, in the 2015-2016 academic year. Face to face interviews were conducted with each participant in the researcher's working office for half an hour on an average. At the beginning of the interview, students were asked about their genders and the graduated university, department and faculty. Within the context of the interview, the question of "what are the characteristics of an ideal teacher for you" was posed to participants. The personal and professional characteristics that an ideal teacher should have were determined according to the opinions of teacher candidates. The discussion section was structured by the research findings in the literature, and the study was finalized with suggestions.