The aim of this research is to examine the relationship between university students' attitudes towards learning and their academic motivations. This is a relational survey model study and the population composed of university students studying at a state university. The sample is composed of the university students determined according to stratified sampling method among the related university students. The "Attitude Toward Learning Scale" and "Academic Motivation Scale" were used in the study. According to the results of the study, it was found that the students' attitudes and motivations for learning differ in favor of the females, there was a moderately positive and meaningful relationship between attitude towards learning and academic motivation, and that there was no significant difference in academic motivation as well as in attitudes towards learning of students according to school type. In addition, it was concluded that there was a high and positive correlation between intrinsic and extrinsic motivation and academic motivation, and that there was a low and negative correlation between amotivation and academic motivation.

The aim of the study is to analysis of the prospective teachers' self-efficacy towards educational technology standards and to examine the divergence of the students' self-efficacy according to the variables of gender, class, educational program and personal computer availability. The study is in survey model. The population of the study consists of prospective teachers who study in the first and fourth grade of education faculty of a state university during the fall semester of 2012-2013 academic year. The sample of the study consists of 568 individuals selected within the population by convenience sampling method. As a data collection tool, five point Likert type consisting of 6 sub-dimensions and 41 items of Self-Efficacy Scale for Educational Technology Standards' for prospective teachers was used. In data analysis, Mann-Whitney U and Kruskal-Wallis H tests were used as the distribution could not meet the normality assumption. According to the results obtained from the study, it has been determined that the self-efficacy perceptions of the prospective teachers for the educational technology standards are generally high. While the dimensions that the prospective teachers find themselves as most competent are productivity and professional practices, the dimensions they find themselves as least competent are social, ethical, legal and humanitarian issues. While there was no significant difference in the self-efficacy of the prospective teachers compared to the gender variable, there was a significant difference according to class, educational program and having personal computer variables.

The aim of this study is to examine the relationship between the secondary school students’ level of effectiveparticipation and their motivation. This study employs a survey consisting of 251 secondary school students from theschools located in Iğdır and Erzurum, in East of Turkey. The data of the study were gathered through "EffectiveParticipation Scale" and "Intrinsic-Extrinsic Motivation Scale". The analysis of the obtained data showed that femalesecondary school students are academically more engaged than the male students and male secondary schoolstudents are more disaffected than the female students. It has been found that students engage in English and Turkishlessons more than Mathematics and they are disaffected with Mathematics at most. It has been determined thatacademically engaged students’ intrinsic motivations increase in the positive direction while that of the disaffectedstudents’ decrease as the class levels increase.

In this study, it has been aimed to examine the multiple intelligence areas of vocational school students in terms of various variables. The target population of this study in which the survey model, one of the quantitative research methods has been used constitutes the students who receive education in the vocational schools of a state university during spring semester of 2017-2018 academic year. The sample is composed of 260 students determined by simple random sampling method from the related target population. As data collection tool, "Personal Information Form" and "Multiple Intelligence Areas Inventory" that was developed by Armstrong (1993) and organized by Saban ( 2002) have been used. As a result of the normality analyses, it has been determined that the data are not normally distributed. Thus, Mann Whitney U test and Kruskal Wallis test which are not among the parametric tests have been used in the data analyses. In the study, the answers given by the students to the Multiple Intelligence Areas Inventory were evaluated and the results indicated that students' interpersonal intelligence levels were found high and the other intelligence levels were low. In addition to this, while the results of the study did not reveal any significant differences between the genders of students and multiple intelligence areas, statistically significant differences were found between the types of education, departments and multiple intelligence areas.

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ÖzBu çalışma, 2018 -2019 eğitim öğretim yılı itibariyle ortaöğretim kurumlarında uygulanmaya başlanan T.C İnkılap Tarihi ve Atatürkçülük dersi programının eğitsel eleştiri modeli bağlamında öğretmen görüşlerine göre değerlendirilmesi amacıyla yapılmıştır. Bu araştırma, nitel araştırma yöntemlerinden durum çalışması temel alınarak yapılmıştır. Ölçüt örnekleme yöntemiyle belirlenen, 11 öğretmen araştırmanın katılımcılarını oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından hazırlanan yapılandırılmış görüşme formu kullanılmıştır. Araştırma bulguları, programla ilgili öğrencilerin gerçek hayatla ilişkilendirme yönünde, derse aktif katılımlarını sağlamaları yönünde, kazanımlarda gözlemlenen tutarlılık anlamında, genel ve özel amaçlar doğrultusunda beklentileri karşılaması bağlamında ve öğrencilerin yetiştirilmesinde etkili olması yönünde olumlu bulunduğunu göstermektedir. Diğer taraftan ise, öğretmenlerin yeni programa uyum sağlamaları adına kazanımlar için önerilen etkinlikler ile öğretim yöntem ve tekniklerine dair açıklamaların olmaması veya kılavuz kitapların öngörülmemesi, yeni programa öğretmenlerin uyumu, uygulayıcılar üzerindeki denetim eksikliği ve yükseköğretim giriş sınavları ile uyuşmaması gibi bazı sorunlar yaşandığı söylenebilir.

ÖzetTürkiye ile İran arasındaki ilişkiler, çok eskiye dayanmaktadır. Son yıllarda ise bu ilişkilerin olumlu anlamda geliştiği de bilinmektedir. Uzun yıllar aynı coğrafyada yer alan iki komşu ülkenin, gerek kültürel gerek ticari gerekse eğitim açısından birbirini etkilediği söylenebilir. Bu bağlamda her iki ülkenin öğretmen yetiştirme anlayışlarının öğretmen adayları perspektifinden karşılaştırılmasının önemli olduğu düşünülmektedir.Bu araştırma, Türk ve İranlı öğretmen adaylarının öğretmenlik mesleğine ilişkin görüşlerinin karşılaştırmalı olarak incelenmesine yönelik betimsel bir çalışmadır. Araştırmanın çalışma grubunu 2010-2011 eğitim öğretim yılı bahar yarıyılında İran'dan 151 ve Türkiye'den 254 öğretmen adayı oluşturmaktadır. Araştırmacılar tarafından hazırlanan görüş belirleme formu ile toplanan verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Araştırmanın bulgularına göre Türk ve İranlı öğretmen adaylarının öğretmenlik mesleğine ve öğretmenin sahip olması gereken özelliklerine ilişkin görüşleri farklılık göstermektedir. Türk öğretmen adayları öğretmenliğin daha çok duyuşsal özelliklerini vurgularken İranlı öğretmen adayları da öğretmenlik mesleğinin kutsiyetini ön plana çıkarmaktadır. Sonuçlar, öğretmen adaylarının öğretmenlik mesleğine ilişkin kültürel ve sosyal temelli bir algı içerisinde olduklarını göstermesi açısından manidardır.Anahtar sözcükler: Öğretmenlik mesleği; öğretmen nitelikleri, İran'da öğretmen yetiştirme sistemi A COMPARATIVE RESEARCH UPON VIEWS OF TURKISH AND IRANIAN TEACHER CANDIDATES ABOUT TEACHING PROFESSION AbstractThe relationship between Turkey and Iran dates back to old times. It is known that this relationship has developed positively recently. It is said that two neighbouring countries living for many years in the same region are affected each other in terms of culture, education and trading. So, it is thought to be important to compare the views of two countries about teacher training with each other in terms of teacher candidates' perspectives.This study is a descriptive study to analyze comparatively Turkish and Iranian teacher candidates' views about teaching profession. The sample group of the study consisted of 151 Iranian and 254 Turkish teacher * Bu çalışma, 5-7 Eylül 2013 tarihleri arasında düzenlenen 22. Ulusal Eğitim Bilimleri Kurultayı'nda sunulan bildiri, genişletilerek hazırlanmıştır.