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.

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Matematik öğretmenleri, uzaktan eğitim, matematik eğitimi, ortaokul. Özet Bu araştırmanın amacı, ortaokul matematik öğretmenlerinin uzaktan eğitim matematik dersine ilişkin görüşlerini incelemektir. Araştırma nitel araştırma yöntemine göre tasarlanmıştır. Nitel araştırmalar, belli bir stratejiye dayalı olan desenlere göre yürütülür. Bu araştırmada olgubilim deseni kullanılmıştır. Araştırmada amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örnekleme yöntemi kullanılmıştır. Maksimum çeşitlilik ise kıdem, cinsiyet, öğrenim durumu ve uzaktan eğitime yönelik hizmet içi eğitim alma kriterlerine göre sağlanmıştır. Buna göre, Milli Eğitim Bakanlığında çalışmakta olan 10 ortaokul matematik öğretmeni araştırmaya dâhil edilmiştir. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Yarı yapılandırılmış görüşme formlarından elde edilen veriler nitel veri çözümleme yöntemlerinden içerik analizi yoluyla çözümlenmiştir. Ortaokul matematik öğretmenleri uzaktan eğitim matematik dersinde, öğrencilerin internet erişiminin olmaması, öğrencilerin teknolojik araçlara (bilgisayar, tablet, akıllı telefon) sahip olmaması, internet altyapı sorunu ve öğrenci devamsızlığı problemleriyle karşılaştıklarını belirtmişlerdir. Matematik öğretmenleri öğrenciöğrenci etkileşiminin kısıtlı olduğunu, öğretim programındaki kazanımlara yeterince erişilmediğini ve uzaktan eğitim matematik dersinin yararlı olmadığını ifade etmişlerdir. Öğrencilere ek kaynaklar ve materyal verilmesi, öğrencilerin internetinin yeterli olmasına ilişkin önerilerde bulunmuşlardır.

The purpose of the current study is to determine pre-service teachers' perception of individual entrepreneurship and opinions about their critical thinking tendency. As the data collection tools, the Individual Entrepreneurship Perception Scale and the Marmara Creative Thinking Tendencies Scale were used in the current study. The participants of the study are 469 freshman, sophomore, junior and senior students attending the Departments of Preschool Teacher Education and Primary School Teacher Education. In the analysis of the collected data, frequencies, percentages, independent samples t-test, Mann Whitney U test and correlation analysis were employed. The findings obtained from the analyses have revealed that the pre-service teachers' individual entrepreneurship perceptions and creative thinking tendencies vary significantly depending on the variables of gender and whether they took a course/seminar on entrepreneurship. The pre-service teachers' individual entrepreneurship perceptions and creative thinking tendencies were found to be not varying significantly depending on the department attended. The pre-service teachers' personal entrepreneurship perceptions and creative thinking tendencies were found to be above medium. A highly positive and significant correlation was found between the pre-service teachers' individual entrepreneurship perception and creative thinking tendency total scores. The pre-service teachers can be encouraged to take the course "Economics and Entrepreneurship" and to participate in certificate programs on entrepreneurship.

ÖZETBu çalışma, öğretmen adaylarının öğretmen öz-yeterlik inançları ile mesleki kaygı durumlarının, cinsiyet, mezun olunan lise türü, sosyo-ekonomik düzey ve öğretmenlik programı değişkenlerine göre incelenmesini ve öğretmen öz-yeterlik inançları ile mesleki kaygı durumları arasındaki ilişkiyi incelemeyi amaçlamaktadır. Bu amaçla çalışmaya, 2014-2015 eğitim-öğretim yılı bahar yarıyılında Muğla Sıtkı Koçman Üniversitesi, Eğitim Fakültesi 4. sınıfta öğrenim gören toplam 589 öğretmen adayı katılmıştır. Elde edilen bulgular sonucunda öğretmen adaylarının öz-yeterlik inançları ve mesleki kaygı düzeyleri; cinsiyet, mezun olunan lise türleri ve devam ettikleri programlara göre anlamlı farklılık göstermektedir. Ayrıca mesleki kaygı sosyo-ekonomik düzeye göre farklılaşırken öz-yeterlik inancı sosyo-ekonomik düzey değişkenine göre anlamlı bir farklılık göstermemektedir. Öz-yeterlik inanç ve mesleki kaygı durumları arasında pozitif düşük düzeyde korelasyon olduğu saptanmıştır.Anahtar Kelimeler: Öğretmen adayları, mesleki kaygı, öğretmen öz-yeterlik. AN INVESTIGATION OF PRE-SERVICE TEACHERS' TEACHER SELF-EFFICACY BELIEFS AND OPINIONS FOR THEIR PROFESSIONAL ANXIETIES ABSTRACTThe current study aims to investigate pre-service teachers' teaching self-efficacy beliefs and professional anxieties in relation to the variables of gender, the type of graduated high school, socio-economic level and the features of the teacher education program and the relationship between teaching self-efficacy beliefs and professional anxieties. To this end, the current study was conducted on 589 fourth-year pre-service teachers attending the Education Faculty of Muğla Sıtkı Koçman University in 2014-2015 academic year. The findings of the study revealed that the preservice teachers' self-efficacy beliefs do not vary significantly depending on their gender, the type of the graduated high school and the program they are attending. Moreover, while their professional anxieties vary significantly depending on the socio-economic level, their self-efficacy beliefs do not vary significantly depending on the socio-economic level. The findings of the current study also showed that there is a positive low-level correlation between their self-efficacy beliefs and professional anxieties.Key Words: Pre-service teacher, professional anxiety, teaching self-efficacy.* Doç. Dr. Muğla Sıtkı Koçman Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, sdeniz@mu.edu.tr ** Yrd. Doç. Dr. Muğla Sıtkı Koçman Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, cansestican@mu.edu.tr Sabahattin DENİZ, Canses TİCAN 1839 1.GİRİŞÖz-yeterlik, gelecekteki olası durumları yönetmek için gerekli olan eylem biçimlerini organize etme ve uygulama yönünde kişinin sahip olduğu yetilere olan inancını ifade etmektedir. Öz-yeterlik inançları, insanların nasıl düşündüklerini, hissettiklerini, kendilerini nasıl motive ettiklerini ve davrandıklarını etkiler (Bandura, 2009).Öz-yeterlik kavramıyla ilişkili en önemli kavramlardan biri öğretmen öz-yeterlik inancı kavramıdır (Ekici, 2008...

The purpose of the current study is to investigate middle school students' self-regulation skills and vocabulary learning strategies in foreign language. The sampling of the current study consists of 990 5th, 6th, 7th and 8th grade middle school students attending state middle schools in the Mentese district of the city of Mugla, Turkey in school year 2018-2019. As the data collection tools, the Perceived Self-Regulation Scale and the Vocabulary Learning Strategies in Foreign Language Scale were used. In the analysis of the collected data, frequencies, percentages, independent-samples t-test and one-way variance analysis (ANOVA), Post-Hoc Tests (Tukey and Dunnett's C) and correlation analysis were used. The findings of the present study have revealed that the middle school students' self-regulation skills and vocabulary learning strategies in foreign language are over the medium value. The middle school students' self-regulation skills and vocabulary learning strategies in foreign language were found to vary significantly depending on gender, grade level, father-mother attitude and level of interest in English course. A medium, positive and significant correlation was found between the middle school students' total scores of self-regulation strategies and vocabulary learning strategies in foreign language.

The main purpose of the current study is to investigate middle school students’ math self-efficacy perceptions and math problem posing attitudes. The sample of the study is comprised of 990 fifth, sixth, seventh and eighth grade students attending middle school in the Fethiye district of the city of Muğla. As the data collection tool, the “Math Self-efficacy Perception Scale” and the “Math Problem Posing Attitude Scale” were used. In the analysis of the data collected through the qualitative research method, frequencies, percentages, independent-samples t-test, one-way variance analysis, post-hoc tests (Scheffe and Dunnett’s C) and correlation analysis were used. As a result, it was found that the middle school students’ math self-efficacy perceptions and math problem posing attitudes are over the medium level. The middle school students’ self-efficacy perceptions were found to be varying significantly depending on gender. The middle school students’ problem posing attitudes were found to be varying significantly depending on gender. The math self-efficacy perceptions and math problem posing attitudes of the 5th and 6th grade students were found to be significantly higher than those of the 7th and 8th grade students. A medium, positive and significant correlation was found between the middle school students’ mean math self-efficacy perception score and their mean math problem posing attitude score.

Bu makale, en az iki hakem tarafından incelenmiş ve intihal içermediği teyit edilmiştir. / This article has been reviewed by at least two referees and confirmed to include no plagiarism.