The main objective of this study is to examine the attitudes of preschool teacher candidates and teacher candidates in other branches towards scientific research in terms of some variables. Survey method was used. The study group consists of 547 teacher candidates studying in education faculty of a private university in the spring term of 2015-2016 in Istanbul province. Personal Information Form, Scale of Attitude towards Scientific Research were used as data collection tool. According to the results; Preschool teacher candidates’ levels of reluctance to help researchers and negative attitudes towards research are lower when compared to Turkish language teacher candidates. Preschool teacher candidates’ positive attitudes towards researchs and researchers are higher when compared to Turkish language teacher candidates. Guidence and psychological counselor candidates’ negative attitudes towards research are lower when compared to Turkish language teacher candidates. The levels of reluctance to help researchers of male teacher candidates are higher when compared to female teacher candidates. Negative attitudes towards research of the teacher candidates who do not take the course of scientific research methods are higher when compared to the teacher candidates who take the research methods course. The teacher candidates’ attitudes towards research do not vary by age, grade level and the academic success average.

In this research, it was aimed to determine the views of mathematics teacher candidates about the technological tools that can be used in mathematics lessons. The research was conducted through qualitative research methodology. 120 teacher candidates who were educated in the mathematics teacher education program in Dicle University Ziya Gokalp Education Faculty took part to the research. The data of the study were collected through semi-structured interviews. The data collection tool used in the study is an interview form developed by the researcher, and it consists of open-ended questions. In the analysis of the data, descriptive analyses were used. As a result of the data analysis obtained from the research, it was determined that teacher candidates responded as “computer/computer software” at most for the questions about what technological tools could be used in mathematics lessons, what technological tools they would use when they were teachers, and which technological tools would be beneficial. In addition, teacher candidates stated that there were computers at most as technological tools in their faculties and the technological tools in their faculties were mostly used for visualization/concretization the subject.

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.

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.

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.

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.

Research productivity plays an important role in the prestige and reputation among higher education institutions. However, the time spent to do research among Filipino academics is the most pressing issue since they can barely meet the requirement for research productivity. Further, the lack of time for data gathering aggravated the drawbacks for research productivity. Data gathering is at the core of almost all research activity, the absence of factual and reliable data will lead to an invalid and illogical inference. In research years, there has been a massive agglomeration of data in large volumes coming from diverse sources pertaining to almost all facets of human activity which is worthy of investigation- known today as Big Data. This research has two (2) main objectives; the first is to find out the underlying reasons why Filipino academics are not enthusiastic to do research. The second is to evaluate the value of big data utilization for research productivity based on the assessment of the faculty members. This research used the Rasch model to measure the responses of Filipino academics with regards to their reasons for not doing enough research work as well as on their assessment for value creation of big data utilization using a polytomous item response selection scale.

This study aimed to investigate the degree to which teachers in Qatar implement differentiated instruction as well as the impact of years of experience, qualifications, grade, school subjects and training on teachers’ use of differentiated instruction. Also the study tried to explore the obstacles impeding the application of differentiate instruction. The study targeted all early childhood teachers (1,836) in 99 Qatar public schools spreading across the country. A random sample of 236 teachers, accounting for 12.9% of the population participated in the study. Following the mixed approach, the researchers used questionnaires and interviews to collect the data. The results showed no statistically significant differences among the respondents in the degree of application of differentiated instruction due to training and qualifications; however, statistically significant differences were detected in relevance to years of experience, grade, and the subject being taught. The study also found an agreement among teachers on the obstacles they face during their application of differentiated instruction, most notably the teaching load, class size, and time. The study concluded with recommendations for education providers, teachers and researchers.

Continuous changes in social demand and development provide an acute and continuous pressure on universities. The question is whether higher education institutions (HEI) in Ecuador deliver graduates with the competences to provide timely economic, ecological, and sustainable solutions. Additionally, HEIs should prepare graduates to find employment in a society characterized by greater uncertainty, extensive use of information technology, speed, risk, complexity and interdisciplinary work. To face this challenge, universities need lecturers to possess a mix of aptitudes, attitudes, and professional development in teaching, research, and services. Unfortunately, knowledge is sparse about the readiness of their pupils to function effectively in a rapidly changing and increasingly globalized environment. Accordingly, this study uses an explanatory sequential mixed-methods approach to explore the impact of lecturers’ aptitudes, attitudes, and professional development on teaching and student learning at the University of Cuenca. Lecturers’ perceptions about their aptitudes and their attitudes are higher than the students’ perceptions. Faculty representatives believe that untenured lecturers have a better attitude and aptitude than the tenured lecturers. A third part of lecturers have achieved one of the required criteria in research development. Students from biological sciences are more satisfied with their lecturers and the competence development that they receive than the students from social sciences or engineering. Understanding the likely implication of the variables, aptitudes, attitudes and professional development, on the quality of teaching and learning is fundamental for the design and carrying out of educational reforms.

The purpose of doctoral education is not only to produce a thesis but also to develop graduates who are highly competent in research, publications and the norms and values of being a researcher. Only a handful of studies have examined early-career academics’ perceptions of doing research at the doctoral level. This exploratory qualitative study sought to fill the gap and contribute to understanding of factors contributing to early career academics’ research capability development. Semi-structured interviews were used to explore in-depth the issues concerning research, publication, supervision, and networking among early career academics. The data were collected from 19 early-career academics in the first year of their career, who are attached with different universities and in different disciplines in Malaysia. The findings from the thematic analysis identified that supervision, individual’s participation in scholarly research activities, and institutional formal learning supported the development of the participants’ research capabilities. Although the PhD programme lay emphasis on independent learning, it should be seen as a process that occurs in phases; hence, the research courses offered and support from the supervisor are important to assist the transition to becoming an independent scholar. Based on the findings of the study, it is recommended that universities be more sensitive to the demands and expectations of academic career so that the PhD programmes offered do not merely focus on research but also develop the skills required of future academics at university.

This study focuses on online supervisory written feedback on PhD supervisees’ performance, given explicitly through online communication, particularly during the first wave of COVID-19. This unusual situation has brought many different effects on students’ academic lives. This scenario has influenced both students’ and teachers’ mutual communication. A directed qualitative content analysis (DQCA) approach was adapted from previous research and modified for the present context. The current study planned to bring forth the supervisee and supervisors’ perception of the communication and feedback process, considering that online feedback and communication has been a new experience for most students. According to the findings, teachers/supervisors give feedback on students’ production, whereas teacher-student communication also seemed crucial for the performance improvising of learners. The result brought forth a wide range of social, educational, and surprisingly psychological issues both supervisees and supervisors faced during online communication during COVID-19.

Existing studies have explored the repercussions of school closures. The researchers were interested in exploring the virtual health and physical education program (VHPEP) by identifying existing practices, drawing a more profound understanding of teachers’ experiences, identifying parents’ roles played in support of their children and teachers, and finally recommending inputs for a better VHPEP. Using a criterion-based selection, twenty participants, encompassing ten teachers and ten parents, were recruited for this study. The study employed a qualitative case study design. The results found that implementing VHPEP involved various issues and challenges in class management, including limited student interaction, difficulty sustaining interest, ineffective assessment methods, and instances of student cheating. These challenges prompted teachers to shift their pedagogical practices, focusing on making adjustments and developing new strategies to ensure student participation. Additionally, the study found that teachers experienced anxieties and realized the importance of self-reflection, including the importance of implementing measures to mitigate anxieties, gaining new perspectives on teaching, and grappling with the unique difficulties and opportunities of the virtual teaching modality. This study also shed light on the diverse roles that parents played in supporting their children and collaborating with teachers. Lastly, the study identified crucial aspects for improving VHPEP. While this study gives much attention to valuable insights provided by teachers and parents as collaborative partners for a quality VHPEP, caution should be exercised because the research is based on specific contexts and individual experiences.

Faculty members’ beliefs in their ability to conduct research and publish research outputs are expected to impact research productivity directly. Thus, the study described the research self-efficacy and productivity among faculty members, their research self-efficacy influence on productivity, and their challenges in research writing and publication. The study utilized a mixed-method sequential explanatory research design, with 36 and nine faculty member-participants for the quantitative and qualitative study. For the quantitative study, the faculty members’ research self-efficacy was ascertained using a validated questionnaire, and their research productivity was determined through a researcher-made survey instrument. Meanwhile, the qualitative study focused on the faculty members’ research writing and publication challenges, which were gathered through focus group discussions. Results showed average research self-efficacy and low research productivity among faculty members. Research self-efficacy significantly predicted research productivity regarding refereed and indexed publications, paper presentations, and bibliometrics. Further, themed findings showed that the faculty members encountered challenges such as a lack of research exposure, time constraints, lack of institutional support, and publication pressure. The study may serve as an inference for higher education institutions in designing faculty development plans and in-service training programs to capacitate its members.