The purpose of this research is to examine the correlation and predictive power between the 21st century teaching skills of primary school teachers and their 21st century skills efficacy perception levels. The cross-sectional survey design has been carried out in the research. As data collection tools, 21st Century Skills Efficacy Perception Scale and Utilization of 21st Century Teacher Skills Scale have been administered. The sample consists of 459 primary school teachers working in state and private primary schools in Izmir province and its central districts. Linear regression analysis and path analysis have been carried out in testing of the research hypothesis. The model established between 21st century skills efficacy perceptions and utilization of 21st century teacher skills has been concluded to be valid and significant. Additionally, it has been determined that the model has generally acceptable goodness of fit values. Results of the research indicate that utilization of 21st century teacher skills increase as does 21st century teacher skills efficacy perceptions. Accordingly, it is deemed to be beneficial that professional development programs for improving 21st century teacher skills are developed and implemented extensively in order to support utilization of such skills. Furthermore, it is considered that incentive practices for utilization of 21st century skills adopted by decision-makers can help primary education to meet requirements of the modern age.

The purpose of this study is to examine the views of nine years old students about media literacy and media literate. Phenomenology approach was used qualitative research designs in the research. The study group consisted of 12 (7 girls, 5 boys) third grade students from two different primary schools in Bayrakli, Izmir, Turkey. Research data were collected through interviews. In these interviews, a semi-structured interview form was used. Content analysis was used to analyze the data. Research findings are grouped under three themes: The meaning of media literacy, Characteristics of media literate and Being able to define themselves as being media literates or not. The findings showed that students mostly defined media literacy as "having a time limit in the use of media tools" and "critical view to the media". According to students, the media literate is " the one who uses the media for educational purposes" and as "critics".

In today's information society, the media have important functions in the formation of certain perceptions by regulating the social lives of individuals. This occurs through messages that come in different formats (verbally, audibly, visually etc.) from the media. It is through the media literacy that enables reading messages from the media and interpreting them critically. The aim of this chapter is to provide some theoretical perspectives on media literacy. In this context, media literacy has been explained in detail. For this, primarily the differences between reading-writing and literacy are revealed. Besides conceptual media literacy, its necessity and some examples of practices in the world related to its education are mentioned. The chapter also addresses the basic paradigms in media literacy.

This paper presents the development process of the Perceived Self-RegulationSkills Scale for primary fourth grade students. The 34-item trial form of the scaleconsists of 4-point Likert-type items that range from 1 to 4 as follows: 1 – Never,2 – Sometimes, 3 – Often, and 4 - Always. It was administered to 585 fourth gradestudents in six primary schools. The total variance explained by three factorsfound as a result of Exploratory Factor Analysis (EFA) was calculated as 39.61%.The scale consists of 26 items - 12 items with factor load value varying between.32 and .74 in the first dimension; 4 items with factor load value varying between.51 and .67 in the second dimension, and 10 items with factor load value varyingbetween .32 and .56 in the third dimension. The dimensions were named as follows:the first dimension is “Planning the Learning Process”, the second dimension is“Implementation of the Learning Plan” and the third dimension is “Focusing on theTarget and Learning Task”. The validity study was carried out for 529 fourth gradestudents attending 11 primary schools. The goodness-of-fit index (GFI) which wascalculated as a result of Confirmatory Factor Analysis (CFA) shows that the itemsof the Perceived Self-Regulation Skills Scale are in good or perfect accordance.Keywords: primary education; primary school students; self-regulated learning

The concept of multiculturalism has been the subject of many different disciplines such as sociology, philosophy, and educational science with its various dimensions. Considering the distinctive features of the 21st century society, it is seen that global life, multicultural citizenship understanding, and individuals' interaction with different cultural groups and development of positive attitudes are emphasized. In this context, it is thought that teachers play an effective role in developing individuals' attitudes and behaviors regarding multiculturalism from an early age. Therefore, it is necessary for the teacher to gain the awareness of multiculturalism and to strengthen this awareness in the pre-service education process. Within the scope of this chapter, primarily the concept of multiculturalism will be emphasized. Then, the concept of multicultural education and all aspects of this concept and teacher training approaches that are sensitive to multicultural education will be discussed.

When a university is considered as an organization, the meaning of culture to students should be investigated to have knowledge of its organizational culture. In this qualitative study, it is aimed to examine university students' perceptions of higher education culture via metaphors. Participants were 230 primary school teacher candidates enrolled in Faculty of Education, Ege University in Turkey. Researchers prepared a form to use as data gathering tool including the prompt "Higher education culture is like... because...". In the study, the 5 common metaphors generated by four grades and these metaphors were freedom, youth, library, sea, and sun. Moreover, all participants generated 101 original metaphors. At the end of the analysis, metaphors were grouped into seven different categories; information environment, shaping the future, pathfinder, free, perpetual adapting itself, multi-cultural, exciting. To conclude, it could be said that most of teacher candidates have a positive perception about higher education.

Rapid technological and scientific developments that have emerged in the second half of the 20th century have profoundly transformed societies, the environment, and human life. With globalization, technologies that require manhandling have transformed into technologies that require educated human labor. In order to reach a certain level of quality, globalization forces education institutions, especially higher education institutions, to change and transform. In this context, organizational justice and culture, formed commonly across institutions of higher education, are expected to improve and increase the quality of education. There is little research on the topic of organizational justice and culture in education organizations. There is almost no study on the impact of these two important concepts on higher education in our globalizing world. Therefore, from an analytical perspective, this section aims to explain the content summarized above and the dynamics through which organizational justice and culture impact the globalization of higher education.

In today's information society, the media have important functions in the formation of certain perceptions by regulating the social lives of individuals. This occurs through messages that come in different formats (verbally, audibly, visually etc.) from the media. It is through the media literacy that enables reading messages from the media and interpreting them critically. The aim of this chapter is to provide some theoretical perspectives on media literacy. In this context, media literacy has been explained in detail. For this, primarily the differences between reading-writing and literacy are revealed. Besides conceptual media literacy, its necessity and some examples of practices in the world related to its education are mentioned. The chapter also addresses the basic paradigms in media literacy.