The purpose of the present study is to test a hypothetical model in order to examine the association between students’ sense of classroom belonging along with four other university class-level variables including faculty-student relationships, connected classroom climate referring peer relationships, loneliness and classroom identity. It is intended to draw attention of teacher educators to the importance of creating sense of community at classroom level through this study in order to improve the quality of teacher education. With this aim, pre-service teachers attending the faculty of education were selected as sample of the study (N= 1425). Each measures used in this study was adapted for college-level students through confirmatory factor analysis in order to test specific predictions concerning each measure’s structure and the results revealed that  all measures have adequate psychometric properties. The model examined with structural equation modeling was an excellent fit with the data, and the results indicated that the fitted model explained 50% of the variance in classroom identity; 47% of the variance in sense of classroom belonging; 14% of the variance in classroom climate; and 9% of the variance in loneliness. Results and implications are discussed.

The aim of this study is to examine democracy perception of classroom teachers via metaphor analysis. Study group for research is formed of 253 classroom teachers. “Democracy Metaphors Questionnaire” (DMQ) has been used in collecting data. Content analysis has been used on analysis of qualitative data of research and descriptive statistics have been used on quantitative data. The metaphors that teachers developed with a total 122 metaphor different from one another about democracy are gathered under “Indispensability”, “Equality”, “Social Order”, “Freedom”, “Endeavour”, “Power”, “Variety”, “Progression”, “Conservation”, “Personal Gains” and “Nothingness”. While first three themes under which women teachers gathered being indispensability, equality and endeavour metaphors, men teachers are gathered under indispensability, social order and freedom metaphors. Family environment and upbringing, relations with friends, culture of social environment, political activities in society and news in media tools have been the effective factors in forming democracy perception that the teachers possess.

The different aspects of architectural design and music that act in support of one another have governed the inspiration and utilization of music in design education. This paper describes a Basic Design Studio assignment that involves visualizing music by organizing linear and planar units using basic design principles, with the aim of contributing to the transformation of conceptual thinking to physical formation by the integration of domain material taught in basic design courses. Dealing with music as a design tool, the study relates the perceptional and structural analogy between music and design and discusses its contribution to basic design achievements. The visual expression of the products and the manner in which it relates to appropriate basic design principles and elements qualities are evaluated in the context of organization, abstraction and uniqueness. The assignment given to the students to conduct this evaluation strengthened their ability to transform abstract thinking into physical representation, helped them to understand multidimensional thinking and how to engage in creative thinking, contributed to their architectural education and improved their study skills by giving them experience in coordinating design elements, principles and materials, all of which served to stimulate improvisation and reflection of emotions. From the results of this study, it is recommended that music, which has similar approaches and principles to those of architectural design, can be used as a tool in design and architectural education to support different phases of the creation and expression process.

Teacher education programs are often accused of failing to prepare preservice teachers for real life classroom situations. In the case of research on classroom management, the focal point is often classroom teachers and their educational and behavioral goals rather than students’ experiences. This study aims to explore the perspectives of preservice teachers on their attitudes and behaviors in the university classrooms. For this purpose, 40 preservice teachers, who studied in the Early Childhood Education department at a state university in Turkey, were selected. The interview was chosen as the data collection method. The interview questions were based on the questions that Cothran, Kulinna and Garrahy (2003) used in their study with the secondary physical education students. The collected data were analyzed by the constant comparison method (Glaser & Strauss, 1967) and common themes were constructed through the analytic induction method (LeCompte & Preissle, 1993). In this study, the findings indicated that incompatible behaviors served different functions in teacher education classrooms. The preservice teachers perceived punitive teacher responses to students’ negative behaviors as compelling, ineffective and mostly humiliating practices. The preservice teachers provided three main elements that affect their attitudes, behaviors and experiences in a teacher education classroom. These elements were related to students, teachers, and the context of the classroom. The preservice teachers perceived their positive or negative behaviors mostly as reactions to the behavior of the teacher and the classroom environment.

The purpose of the current study is to determine pre-service teachers’ opinions about 21st century learner and teacher skills. The study group of the current research is comprised of 391 senior students from an education faculty. As the data collection tool, the 21st century Learner Skills Use Questionnaire and 21st Century Teacher Skills Use Questionnaire were employed. In the analysis of the collected data, frequencies, percentages, arithmetic means, independent samples t-Test, One-Way Anova, Correlation, Mann Whitney-U, Kruskal Wallis techniques were used. The findings of the study revealed that the pre-service teachers’ opinions about 21st century learner and teacher skills vary significantly depending on the variables of gender, department attended, academic achievement, experience of private tutoring and practicum teaching (doing practicum teaching at elementary and secondary schools). As a result, it was concluded that the pre-service teachers are ready for using 21st century learner skills (cognitive skills, autonomous skills, collaboration and flexibility skills, innovativeness skills) and teacher skills (administrative skills, technopedagogical skills, affirmative skills, flexible teaching skills, generative skills). However, it was also found that the pre-service teachers were not able to make enough use of learner and teacher skills during their practicum teaching at schools. Moreover, a positive, medium and significant correlation was found between 21st century learner skills and 21st century teacher skills.

The present study aims to explore the experiences of prospective physical education teachers on active gaming. The study, which used qualitative case study design enrolled 2 prospective physical education teachers (1 male, 1 female) who were included in extracurricular activities and physical education classes in 2015-2016 academic year. For data collection, semi-structured interview forms, diaries and extended field notes were used. For data analysis, the content analysis method was used: following the transcription process, coding was performed in two categories and themes and sub-themes were created that reflect common codes. The findings have revealed that according to prospective teachers, active gaming ensures active participation of students and facilitates classroom management in physical education classes, which, in turn contributes to the learning environment where every student can participate. It also has been found that active gaming in the extracurricular activities contributes to the arousal of the initial participation desire in students, and establishment of an environment suitable for the improvement of physical competence. According to prospective teachers, active gaming should be used not in every part, but in certain parts of classes or of extracurricular activities.

This research aims to examine the current situation of multicultural education in elementary schools. Therefore, the views of the classroom teachers on multicultural education have been examined and multicultural education activities have been observed in the classes. Having a case study research method which is considered as one of the qualitative research designs, the study hosts a total of 15 classroom teachers who worked in the province of Elazig during the 2016 and 2017 academic year. The maximum variation sampling method has been used in the research. The research has employed semi-structured interview and observation forms. The research data has been analyzed through content analysis. Research results have revealed that most of the teachers perceive multicultural education as education presented to the individuals with different ethnic identities. Teachers' perceptions towards multicultural education have been identified to be similar in terms of their gender, seniority and educational status. Teachers mostly do student-centred activities related to multicultural education, use drama and case studies in their classes. While practising multicultural education, teachers mostly encounter with student-related problems. The majority of the people have recommended that parents be trained on the relevant subject. Similar results have emerged in the observations made by the researcher. Based on the research findings, several recommendations have been provided. Primary school curricula should be organized taking multicultural education into consideration, and the problems identified by teachers should be eliminated by those concerned.

This study aims to evaluate the academic outcomes of the flipped classroom approach in the teaching of students who are deaf or hard of hearing (DHH). Furthermore, it aims to activate the role of the teacher through encouraging both teachers and students to engage in active learning styles, while acknowledging individual differences. Participants consisted of 12 female undergraduates with hearing disabilities in a 251 CI course (applications of ICT in teaching and learning) at the College of Education, King Saud University. The study was applied throughout a semester on the contents of the course. The content material and pre-class assigned work (e.g. instructional videos and tasks) were delivered through Blackboard (learning management system), while active learning activities were carried out in class. Using mixed methods, students’ perceptions of their new learning environment were explored through a post-term questionnaire distributed at the end of the semester, in addition to writing a reflective report. Furthermore, participants were requested to write a reflective journal at the end of each lecture. Results indicated the effectiveness of the flipped classroom strategy for students. Moreover, the data indicate a positive impact on students' content learning and improved skills (e.g. collaboration and interaction). The content material which was developed for the specific course (251 CI) could be utilized for the remaining students enrolled in this course. The researcher recommends using the flipped classroom teaching strategy for courses in higher education, as the methodology can be extended and implemented through following a similar framework applied in this study.

The research was conducted to determine the opinions of students (10-11 years) on their engagement to mathematics course. These students are 5th grade students at a secondary school in Turkey. Qualitative research method was used in the research. At the study, designed as case study, a total of seven secondary school students were participated the research. The study group was constituted with “snowball sampling” technique of purposeful sampling methods. The data was collected by a semi-structured interview form. Sixteen-page interviews obtained from the interviews were transferred to the computer. Data analysis was performed in content analysis. Codes were listed as a result of analysis. Common themes were constituted from the codes. As a result of the research, three themes, (cognitive, social and emotional engagement) eleven sub-themes and eighty nine codes were determined. It was seen that the students’ most preferred superficial strategies in terms of cognitive engagement; negative opinions towards group work in terms of social engagement; value given to math course in terms of emotional engagement. Students preferred least getting support sub-theme in terms of cognitive engagement; competitive sub-theme in terms of social engagement; value to the mathematics teacher sub-theme in terms of emotional engagement.

In Turkey, as in all countries of the world, education is regarded as the sole means of modernization, progress, civilization, productivity, and sustainability of all these things. The aim of the Turkish education system is to raise students with the national, moral and cultural values of the Turkish nation, to educate them as citizens of a social law state, and solve the existing or potential problems that may arise in the future. The most important document that shows how this aim will be achieved in the country is the curriculum. The purpose of this study is to reveal the frequency of the social issues included in the current curriculum at the elementary education level. Within the scope of the study, social issues presented by sociologists were established through e-Delphi panels, coded under seven titles by researchers, those who were thought to bring solutions to these problems were counted by descriptive analysis method in the specific aims, themes and achievements of the curriculum used at elementary level. Results show that curriculum adopted at the elementary education level include mostly issues related to individual life and individualization, socialization, democratic life and democratization while economic issues, and issues related to family, environment and urbanization are emphasized less. These findings are discussed with other research results.

A variety of teacher training system was implemented in Turkey until today. One of these systems is pedagogical formation training. The aim of this study was to determine the strengths and weaknesses of the pedagogical formation training according to the opinions of pre-service teachers and the experiences during the pedagogical formation training, to gather information about whether these experiences contributed to their teaching, and to evaluate the place of the pedagogical formation training in teacher employment in the light of this information. The research was carried out using an interview technique of qualitative analysis methods. The study group comprised of 20 pre-service teachers from different undergraduate programs, and they participated in a 14-weekinternship program at a high school in Ankara during the 2017-2018 academic year as a requirement for a training course.  Content analysis method was used for data analysis. As a result of the research, the pre-service teachers stated that they found the internship training in practice schools as useful for future teaching lives, but they did not find the theoretical training given in the classes useful for various reasons. They considered that there are some weak points of the program: the duration of the formation course is short, lessons are late in the evening, classes are crowded, and the teaching staff have negative effects on the students: they are indifferent, and there are almost the same topics in each lesson. This means that they were mostly not satisfied with its overall quality, and so its operability was enough. Like some of the suggestions, it is recommended that duration of the program should be extended to a long period, and the instructors should be selected from those who can give energy to the class, have communication skills, can create discipline in the classroom, and have experience in traditional classroom teaching.

This study aims to analyse the emotional intelligence scores of the special education teacher candidates for the predictor of multiple intelligences areas. This study was conducted through relational scanning model. 211 teacher candidates, 106 females and 105 males, participated in the study. Data were collected through Personal Information Form, Teele Multiple Intelligence Inventory and Schutte Emotional Intelligence Scale. Logistic regression analysis was used to find whether the gender and grade level variables, and optimism, utilization of emotions and the scores of emotion evaluation are statistically significant in defining predominant intelligence areas or not. SPSS 24.0 was used in the data analysis process. The results revealed that while the gender variable and optimism scores are significant variables predicting the determination of individuals in which predominant intelligence is both interpersonal and not, optimism and evaluation of emotions scores are significant variables predicting the determination of individuals whose predominant intelligence is both visual and not. However, the results suggested that demographic variables (gender and grade level) and emotional intelligence scores did not affect kinesthetic, musical, intrapersonal, logical and verbal intelligence areas which were found as the predominant intelligence areas of teachers.

Teachers’ use of everyday cognitive heuristics can lead to biases in information processing and, thus, to unfair assessments of student characteristics. This problem can be addressed by a core aspect of research-based learning, i.e., by making use of principles and methods of empirical research in order to systematically collect information. However, pre-service teachers’ attitude towards the use of empirical research methods is usually rather low. To foster their attitudes, a total of 444 student teachers were confronted with their own biased perception during a methodology course. Biased perception was triggered by a halo effect inducing experiment. In a subsequent semester, n = 113 of these students participated in an online survey. They answered questions about their cognitive activity and affective reaction following the presentation of the results of the experiment. Moreover, they reported about perceived attitude changes towards systematic thinking and research methods. The results demonstrate the successful implementation of the halo effect, which affected the students cognitively and emotionally. Structural equation modelling showed, that attitude change was dependent on both cognitive and affective reactions. The findings indicate that the halo effect is not only easy to implement in university courses but also appears to have substantial impact on students’ attitudes towards research-based learning.

The paper is part of the qualitative research project Educational Aspirations, Opportunities and Challenges for Immigrants in University Education in Iceland, conducted in Iceland’s three biggest universities. The main goal of the paper is to investigate immigrant students’ experiences of communication with teachers during the learning process and their perspectives on multicultural group work. Furthermore, the paper explores immigrant students’ experiences of learner-centred approach and culturally responsive teaching methods applied by some teachers. The data was collected through focus group interviews and qualitative, semi-structured individual interviews with immigrant students. The theoretical framework is mainly based on the constructivist theory, which emphasises the importance of communication and the learner-centred approach. Additionally, the theoretical framework includes multicultural education theory, which puts an emphasis on applying culturally responsive teaching methods in classrooms with diverse student populations. The analysis of the interviews revealed that the participants’ experiences of communication with teachers and peers were mostly positive. However, culturally responsive teaching is still a rare phenomenon in Icelandic universities. When it comes to the participants’ perspectives on group work, the experiences ranged from being highly positive to negative.

The analyses described in this paper permitted an evaluation of whether capacity-building professional development practices were related to early childhood intervention practitioners’ reported use of capacity-building family-centered practices. This was ascertained by structural equation modeling for two different types of family-centered practices (participatory and relational) where the two models were compared to determine the better fitting model and the sizes of effects for the relationships among the variables in the models. Results provided converging evidence that capacity-building professional development engenders practitioners’ use of capacity-building family-centered practices. Implications for practice are described.

The purpose of this study was to evaluate pre-service science teachers’ argumentation skills, attitudes and knowledge levels regarding organ transplantation and donation (OTD). Teachers play a fundamental role in providing information to children/adolescents and could influence their attitudes. Organ transplantation is a life-saving hope for many people, but shortage of organs for transplantation is a universal problem. Having a positive attitude and true knowledge are essential for teachers that affect students’ future attitude toward this topic. The research method was descriptive and cross-sectional. The sample of research was 472 pre-service science teachers, who were sampled by using convenient sampling method and are students of Science Education Department at four different public universities. Data collection instruments were developed by researchers as valid and reliable questionnaire in order to determine the attitudes, knowledge levels and argumentation skills of pre-service teachers regarding OTD. Results observed that the pre-service science teachers' argumentation skills in a socio-scientific subject such as OTD were at a very low level, their attitudes were at a moderate level, and their knowledge level was above the average. Results of the study have shown that graduated high school type and grade level have played important roles in the positive attitudes, high argumentation skills and high knowledge level about organ donation. No significant difference was found in the attitudes and knowledge level of pre-service science teachers toward OTD in terms of gender. The gender only affected the ability of argumentation.

The aim of this study is to present pre-service biology teachers with reading texts about the research of Van Helmont and Joseph Priestley relate to the subject of photosynthesis, for their familiarization with the processual and contextual aspects of science and their understanding of the nature of science, and to reveal the extent to which these texts contribute to the teacher candidates. The study was carried out by “action research method”.  The sample consisted of 66 biology pre-service teachers studying at Karadeniz Technical University between the years of 2016 to 2018. In this study, two separate reading texts were prepared in order to increase pre-service teachers’ processual and contextual understanding, and after the teacher candidates had read the texts, they were asked to answer the related questions. Percentage and frequency values were determined by grouping the answers as “correct, partially correct, incorrect and unanswered”. The fact that in this study, only 47% of the pre-service teachers were able to form a correct hypothesis means that their skills in this regard are in need of development. Candidates experienced some difficulty in interpreting statements that were not given explicitly in the text. The candidates' level of critical thinking is at a good level. It has been determined that they have post-modern view as epistemological belief. There is a need for designing instructional materials covering conceptual, processual, contextual dimensions of science in different subjects at university level and presenting them to biology teachers in book format.

A modern teaching method influences both direct and indirect learning achievement through the student's nonacademic factors. The researcher has an intention to examine the influences of new teaching methodology on mathematics achievement towards mathematics attitude, achievement motivation, and self-efficacy of students as mediating variables (n teacher = 117, n student = 2,205). The Multilevel Structural Equation Modeling revealed that attitude towards mathematics is the most important factor in explaining the academic achievement of individual students. It could be explained the variance with achievement motivation and perceived self-efficacy of students by 60.50%. As for the modern teaching method, there was a positive effect on achievement both directly and indirectly through all three factors with statistical significance and explained conjointly about the variance of student achievement in each classroom by 99.00%. This finding suggests the importance and direction of teaching design that covers the development of relevant factors as proposed in discussions and implementations.

The purpose of this study is to determine whether or not teachers’ lifelong learning tendencies vary by gender, professional field, educational level of service, professional seniority, and frequency of reading a book, magazine, and newspaper. The study employs a descriptive research model. Its population consists of primary teachers and field teachers working in the central district of Kayseri province, located in the middle part of Turkey, in the 2015-2016 academic year. The study group consists of 380 teachers chosen from this population through stratified sampling. The data were collected through Personal Information Form and Lifelong Learning Tendency Scale developed by Diker-Coskun. The obtained data were analyzed via SPSS 20.00 at 0.05 significance level. The study revealed that the teachers working in the middle part of Turkey have low lifelong learning tendencies. Also, the study determined that the teachers’ lifelong learning tendencies significantly vary by gender, professional field, educational level of service, and frequency of reading a book, magazine, and newspaper, but professional seniority is not a factor that leads to a significant difference in lifelong learning tendency.

The purpose of this study is to examine the fears of children who are 6-10 years old via drawings. In this study, phenomenology research design which is among qualitative research methods was used. The study group of the study consisted of 314 children aged between 6 and 10 years in three primary schools in Kirsehir city center in 2017-2018 academic year. The data obtained from the participants were analyzed by using the content analysis method. As a result of the research, the drawings were collected under 6 categories according to their similar characteristics .When the drawings obtained from the children were classified, it was seen that the most fear is related to the category of animals, while the least fear is related to the drawings of the category of fears related to medical. In addition, children preferred to use black, red, blue, yellow and green colors in their fear themed drawings.