The main purpose of this research is to identify the competency and the perceptions of pre-service teachers on technopedagogical education. While study group of quantitative dimension is composed of 626 pre-service teachers; study group of qualitative extent is composed of 67 pre-service teachers. The sample represents 35% of the population of 1778 students. The quantitative data were collected through Technopedagogical Education Competency (Tpack-Deep) Scale and Technology Perception Scale and the qualitative data were collected with an open ended-question form. It was concluded that pre-service teachers generally regard themselves at a moderate level in the sense of technopedogogical education competency, have positive perception towards technology and there is a positive correlation between pre-service teachers' technopedogogical educational competency and perception towards technology. According to results of qualitative analysis of the study, pre-service teachers think that educational technologies have contributions to preparing information-communication technologies based upon presentations, developing technology-based materials, preparing homework, doing research, raising awareness about the importance of educational technology use in the learning and teaching process, acquiring information about their department, developing skill of using technology based on information-communication technologies and having positive attitude.

The primary purpose of this study is to determine the remarks of the academicians and teacher candidates of the faculty of education about teacher training system. The research is an embedded single case study, one of the qualitative research methods The study group of this research consists of 46 academicians working in the Faculty of Education in Mersin University and 60 fourth grade teacher candidates in the 2015-2016 school year. The data of the research were obtained by means of two different forms which were developed by researchers and applied to academicians and teacher candidates. Content analysis, one of the qualitative data analysis techniques, was used to analyze the data in the study. According to the findings obtained in the research, the academicians and teacher candidates evaluated teacher training system generally in terms of curriculum, learning-teaching process, physical conditions, student-academician profile and of the process of entry to the profession.

ABSTRACT. The purpose of this research is to develop an attitude scale which intends to measure primary school students' attitudes towards Project Based Learning. A 30 item trial form of the Project Based Learning Attitude Scale was constructed. For this, related literature was reviewed for the learning outcomes of Project Based Learning and these outcomes were used for the construction of the items of the scale. The trial form was administered to totally 698 participants who were fourth grade primary school students in Mersin and Adana. Item scale correlations were analyzed by Pearson correlation coefficient. As a result of exploratory factor analysis with Promax rotation, a single factor structure with two components and 15 items were obtained. While alpha reliability of the scale was obtained as 0.967, the reliability of the components, 0.93 and 0.83 were obtained respectively. The results of CFA indicated that factor structure fit with the data. It is concluded that the scale is reliable and valid tool for measuring the attitudes of the students towards project based learning. Keywords: Project Based Learning, Attitude, Primary School Students SUMMARY Purpose and Significance: The review of literature related to Project Based Learning revealed that most of the studies in this field have focused on students' academic achievement. This group of studies were experimental ones. The other group of studies have focused on the students' views related to Project Based Learning (PBL). Our review of PBL literature in Turkey indicated that none of these studies attempted to dwell directly on the attitudes of students towards PBL. Since PBL is a frequently used method in primary schools in Turkey recently, attitudes of the students towards this method also play an important role in the teaching-learning process. For the reasons mentioned above, the purpose of this study is to develop a valid and reliable PBL attitude scale for primary school students. Methods: Totally 698 fourth grade primary school students in Adana and Mersin participated in this study. A 30 item trial form of the Project Based Learning Attitude Scale was constructed. For this, related literature was reviewed for the learning outcomes of PBL and these outcomes were used for the construction of the items of the scale. Item scale correlations were analyzed by Pearson correlation coefficient. Next, exploratory Factor Analysis was used for determining the factor structure of the scale. The Bartlett and Kaiser-Meyer Olkin (KMO) measures of sampling adequacy were used to examine the appropriateness of factor analysis. Item total test correlations were analyzed in order to determine the rotation technique to achieve factor analysis. Since all the items in the scale showed high correlation with the total scale, Promax rotation technique was used. In Promax rotation delta value was accepted as 0 and Kappa coefficient was accepted as 4. The items with factor loadings greater than 0,30 and communality estimates greater than 0,50 were retained. Cronbach alpha was...

The aim of this study is; determining the relationship between teachers' education beliefs and their teaching-learning conceptions. A mixed method has been used to reach the overall aim of the research. In the study, the explanatory sequential design was used as mixed method design. In this context, quantitative data were collected and analysed at the first stage. In the second stage, qualitative data were collected to help explain the findings obtained after the analysis of the quantitative data. The study group of the quantitative dimension of the study constitutes 301 high school teachers who are working in secondary education institutions in the provincial centers of Mersin province during the 2015-2016 educational year and voluntarily participating in the research. The qualitative study group consists of 45 teachers from the quantitative dimension. Education Beliefs Scale, Teaching-Learning Conceptions Questionnaire and Interview Form were used in collecting research data. In the study, the analysis of the data was carried out in two stages: analysis of quantitative data and analysis of qualitative data. Anova was used to examine whether the educational beliefs of teachers and their teaching-learning conceptions differed according to the service year variable and t-test was used to see if it varied according to the gender variable. The relationship between teachers' educational beliefs and teaching-learning conceptions was examined by Pearson's correlation coefficient. Multiple linear regression analysis has been used to determine how teachers perceive their teaching-learning conception of educational beliefs. Content analysis was used for the analysis of qualitative data. It has been determined in the research that there is a significant relationship between teachers' educational beliefs and teaching-learning conceptions. In the study, it was determined that teachers' educational beliefs were a significant predictor of constructivist and traditional teaching-learning conceptions.