This study aims to investigate the relationship between 21st- century teacher skills and critical thinking skills in the classroom teachers. The sample of the study consisted of classroom teachers working in a southeastern city in Turkey. A correlational survey model was used in the study. The 21st-century Teacher Skills Use Scale and the Critical Thinking Scale were used for data collection. The results showed that classroom teachers generally agreed with the statements of the 21st-century Teacher Skills Use Scale and the subscales of technopedagogical skills, flexible teaching skills and confirmative skills, while they always agreed with the subscales of administrative skills and confirmative skills. There was no significant difference between participants' use of 21st-century teacher skills in terms of gender and professional experience. Teachers indicated that they agreed with the statements on the Critical Thinking scale and the Assessment, Self-Control, Self-Regulation, and Self-Confidence subscales and fully agreed with the Decision Making subscale. Although there was no significant difference between critical thinking ability and gender, a significant difference was found between teachers' critical thinking ability and their professional experience. In addition, a positive and moderately significant relationship was found between the use of 21st-century teacher competencies and critical thinking skills in all dimensions. The results indicated that the level of 21st-century skills increased as teachers' critical thinking skills increased.21st-century 21st-century 21st-century 21st-century that the levels of 21st-century skills increased as teachers’ critical thinking skill levels increased.

The aim of this study was to examine the metaverse awareness of Turkish Generation Z pre-service teachers with regard to several variables. A total of 1048 pre-service teachers born after 2000 participated in the study in which the descriptive survey model was used. The data were collected through a questionnaire and analyzed using descriptive statistical techniques. The findings revealed that the participants had low metaverse awareness and experience of this technology. Differing from the global Generation Z, they perceived the metaverse more in the context of game and entertainment. The participants thinking that the metaverse is partially beneficial for education emphasized its role as a technological tool that supports education rather than the role of the metaverse as an educational ecosystem itself. This finding may be related to the fact that the Turkish Generation Z preservice teachers were not fully aware of the virtual and digital technology phenomenon such as the metaverse and they were not aware of its educational potential. The low awareness of the T Turkish Generation Z preservice teachers about the metaverse can be considered as a deficiency in terms of compliance of the Turkish Education System with the Information Age. It was concluded as a result of this study that the awareness of Turkish Generation Z preservice teachers, who differ from their global counterparts in some features, about virtual and digital technology is not yet ready for the transformation of Turkish Education System to into a completely virtual and digital form. Thus, this unity should be ensured through intermediate forms such as the Hybrid Model.

Bu çalışmanın amacı, okul öncesi öğretmenlerinin okul öncesi eğitiminde değerler eğitimi ile ilgili görüşlerinin belirlenmesidir. Araştırmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubunu, Elazığ'da 2018-2019 öğrenim yılında, resmî okullarda görev yapan 48 okul öncesi öğretmeni oluşturmaktadır. Veri toplama aracı olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler, içerik analizi kullanılarak analiz edilmiş ve yorumlanmıştır. Araştırmanın sonunda öğretmenlerin okul öncesi dönemde değerler eğitimine çok önem verdiklerini ve bu eğitimin bireye ve topluma katkı sağlayacağını belirtmişlerdir. Bununla birlikte öğretmenler sevgi, sorumluluk gibi değerleri kazandırmakta zorlanmadıkları ancak sabır, saygı gibi değerleri kazandırmakta zorlandıklarını belirtmişlerdir. Aynı zamanda değerler eğitimi sürecinin daha iyi olabilmesi adına drama, hikâye gibi çeşitli etkinlikler yaptıklarını ifade etmişlerdir. Değerler eğitiminin daha etkili olması için aile katılım çalışmalarına daha çok yer verilmesi gerektiğini ve ailelere değerler eğitimi ile ilgili seminer verilmesinin yararlı olacağını ileri sürmüşlerdir. Çalışma sonuçlarına göre, okul öncesi öğretmenlerine ve ailelere değerler eğitiminin içeriğinin tam olarak neleri kapsadığına dair eğitimler verilebilir. Öğretmenler; yaptıkları veli toplantılarında düzenli olarak ailelere öğrencilerde kalıcı hâle gelen Kuloğlu, A., Yaşar, Z., & Özer, M. Okul öncesi öğretmenlerinin değerler eğitimiyle ilgili görüşleri. 172 ve gelmeyen değer kavramları ile ilgili geribildirimlerde bulunarak, aileyi de her daim sürecin içinde tutması faydalı olabilir.

The purpose of this research is to analyze the online education applied in Turkey during the Covid-19 Pandemic from the perspective of the teachers. The research, which was designed in the descriptive survey model, was carried out on a total of 734 teachers. The conclusions reached based on the analysis of the data collected by the research questionnaire are as follows: According to most of the teachers participating in the research, the Covid-19 Pandemic process is a lost period in education in general. According to half of the participating teachers, the ineffectiveness of online education during the pandemic is due to the extraordinary conditions in this process. According to the teachers, online education is ineffective in psychomotor and social learning; It is partially effective in affective and cognitive learning. According to the teachers, the fact that students do not have enough self-learning, self-control and willpower characteristics are important factors in the ineffectiveness of online education during the pandemic process. In the same regard, the fact that teachers do not have enough cognitive skills with online pedagogy are other factors. According to teachers, the most important institutional reason for the ineffectiveness of online education during the pandemic process is internet access problems. This was followed by the inadequacy of the existing teaching programs for distance education, the unpreparedness of the family and the inadequacies in the EBA system. In the research, it has been evaluated that Turkey is not yet fully ready for virtual and digital education ecosystems such as online education, both in terms of extraordinary conditions and adaptation to the Information Age.

This study aimed at examining pre-school teachers' attitudes towards teaching science and their views on science and nature activities. The population of the study consisted of the pre-school teachers working in the city center of Elazığ in the 2018-2019 academic year. Of them, 203 pre-school teachers participated in the quantitative part of the study, and 63 participated in the qualitative part. A mixed-method was used in the present study. Descriptive survey model was used in the quantitative part while the case study was adopted in the qualitative part. The findings showed that the attitudes of pre-school teachers towards teaching science were at a moderate level. In addition, there was no significant difference in the attitudes of pre-school teachers towards science teaching in terms of the school they worked at and the age. The qualitative findings revealed that pre-school teachers primarily tried to look for and obtain materials during the preparation of science and nature activities. In addition, they stated that they mostly used plants while carrying out science and nature activities, and they attached importance to safety while using materials, they often used experiment method in science and nature activities, and they suffered from a lack of material.

The aim of this study was to examine the relationship between prospective teachers’ 21st century learner skills and their curriculum literacy levels. 476 pre-service teachers studying at the Faculty of Education of a state university in Turkey participated in the study. The relational survey model was adopted in the study. The data were collected through “21. Century Learners Skills Use Scale” and “The Curriculum Literacy Scale”. Pearson Product Moments Correlation Coefficient and regression analysis were performed. The results showed that the 21st century learner skills and curriculum literacy of the participants were at a high level and their 21st century learner skills and curriculum literacy levels did not differ significantly by gender. A significant difference was not found between 21st century learner skills and the department of the participants. However, it was found the curriculum literacy levels were significantly differed by the department. The participants at the pre-school education department were found to have higher levels of curriculum literacy levels. In addition, a significant, moderate and positive relationship was found between the participants’ 21st century learner skills and curriculum literacy. Finally, 21st century learner skills predicted program literacy levels in a statistically significant way.

Bu araştırmanın amacı öğretmen adaylarının akıllı telefon bağımlılığının çeşitli değişkenler açısından incelenmesidir. Bu amaçla yürütülen çalışmaya 472'si kadın ve 152'si erkek olmak üzere 624 kişi katılmıştır. Araştırmada kullanılan veri toplama araçları demografik bilgi formu ve akıllı telefon bağımlılığı ölçeğidir. Demografik bilgi formu öğretmen adaylarının cinsiyet, bölüm, sınıf, gelir düzeyi, anne eğitim durumu, baba eğitim durumu, barınılan yer, akıllı telefon kullanma amacı, sosyal medya hesabı sayısı, akıllı telefonun günde ortalama kullanma süresi ve yılda ortalama akıllı telefon değiştirme miktarı belirlenmeye çalışılmıştır. Ayrıca Kwon ve arkadaşları (2013) tarafından geliştirilen ve Türkçeye uyarlanma çalışması Demirci ve arkadaşları (2014) tarafından yapılan Akıllı Telefon Bağımlılığı Ölçeği kullanılmıştır. Ölçeklerin ortaya koyduğu sayısal veriler parametrik olduğundan ikili karşılaştırmalar için t testi, ikiden fazla değişken arasındaki karşılaştırmalarda ise varyans analizi (Anova-Oneway) uygulanmıştır. Karşılaştırmalarda anlamlılık düzeyi. 05 olarak alınmıştır. Anlamlı farklılığın olduğu durumlarda gruplar arası anlamlı farklılığı belirlemek amacıyla LSD

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