Bu çalışma öğretmenlerin görüşleri doğrultusunda okul öncesi eğitimin temel sorunlarını belirlemek amacıyla yapılmıştır. Tarama yönteminin kullanıldığı araştırmanın örneklemi Ağrı il merkezindeki okullarda görev yapan 82 okul öncesi öğretmeninden oluşmaktadır. Araştırmacılar tarafından hazırlanan ve 12 açık uçlu soru içeren yazılı görüş formuyla toplanan veriler betimsel analiz yaklaşımı ile analiz edilmiştir. Çalışma sonucunda öğretmenlerin sınıf büyüklüklerinin öğrenci sayısı ve etkinlikler için uygun olmadığını, okul öncesi eğitim kurumlarında bahçenin muhakkak olması gerektiğini, okul öncesi eğitim verilen sınıfların ilköğretimle aynı çatı altında olmaması gerektiği, ailelerin çoğunlukla okul öncesi eğitimi destekledikleri, etkinliklere ara verilmeden devam edilmesinin çocuklar ve öğretmenler için uygun olmadığını, anne ve baba tutumlarının uygulamaları ve etkinlikleri olumsuz etkilediklerini düşündükleri belirlenmiştir. Ayrıca öğretmenlerin, beslenme konusunda çocukların yemek seçmesi, ailelerin gönderilen listeye uymaması, sağlıksız beslenme istekleri gibi hususlarda sorun yaşadıkları, okul öncesi eğitim programının kazanım ve göstergeler açısından anlaşılır olmadığını düşündükleri, programın uygulanabilmesi için sınıf büyüklüklerinin ve materyal eksikliklerinin sorun olduğunu düşündükleri, programın değerler, din eğitimi gibi konularda yetersiz olduğunu ve öz bakım becerilerini kazandırmada yetersizlikler taşıdığını düşündükleri çalışmanın ulaşılan sonuçlarındandır. Ayrıca öğretmenlerin farklı yaş gruplarının bir arada olduğu sınıf ortamının uygulamalar için uygun olmadığını ve büyük çocukların aktif ve lider olma çabasının ve etkinlikleri daha çabuk yaparak küçük çocukların dikkatinin dağılmasına sebep olduğunu düşündükleri, kaynaştırma eğitimi gerektiren çocuğun bulunmasını durumunu ise sınıftaki çocukların önceden bilgilendirilerek, empati kurmaları için yönlendirildikleri, hikaye, oyun, drama gibi yöntemlerle gelecek çocuğun durumunun anlaşılmasının sağlama yoluna gittikleri elde edilen sonuçlar arasında yer almaktadır.

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The purpose of the study was to explore Turkish primary science teacher candidates' understanding of global warming and ozone layer depletion. In the study, as the research approach the survey method was used. The sample consisted of one hundred eighty nine third grade science teacher candidates. Data was collected using the tool developed by the researcher. The survey solicited written opinion responses to seven open-ended questions. Teacher candidates' written opinions about global warming and ozone layer depletion were analyzed descriptively. The results of the analysis were presented as percentages and frequency. The findings suggest that prospective teachers' understandings about these issues were limited and they had some significant common, misconceptions. Finally, the findings were discussed in comparison with the previous research with respect to environmental education.

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The present study aimed to investigate the relationship between pre service science teachers' scientific epistemological beliefs and academic achievements and change of the beliefs with regard to the variables such as, grade level and gender. In the research in which survey method as research approach, the sample consisted of total 258 pre service teachers. Data was collected by "Epistemological beliefs scale" with 26 items developed by Conley et al. (2004). The data collected were analyzed using two way variance analysis. The statistical analysis showed that there is no a statistically significant difference in pre-service science teachers' epistemological beliefs with regard to grade level and gender in the pooled data without considering sub dimensions of scale. But, in certainty of scientific knowledge sub dimension, no statistically significant difference was found according to gender, but a significant difference for grade level. Moreover, for justification of scientific knowledge sub dimension, the results showed that no pre service teachers' epistemological beliefs differ with respect to gender, while there was statistically significant difference according to grade level. Again, it was found that the there is no statistically significant correlation between pre-service science teachers' scientific epistemological beliefs and academic

The purpose of this study was to investigate the opinions of preschool pre-service teachers, in-service teachers and parents on pre-school education of values. A survey method was used, in which the sample was determined by convenience sampling and consisted of 160 teachers employed in preschool institutions, 276 parents with at least one child attending pre-school education, and 304 preschool teacher candidates. Three written opinion forms including open-ended questions developed by the researchers were used, and data were analyzed using a descriptive analysis approach. The results showed that while parents regarded the main purpose of values education as

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This study was conducted to explore preschool teacher candidates' and practices teachers' views of school practices. As the research approach, the survey method was used. Using convenience sampling, it was chosen one hundred eight teachers and two hundred fifty-six preschool teacher candidates in education faculty in a state university in Turkey. Data were collected by the two written opinion forms developed by the researchers and analysed descriptively. The results showed that the teacher candidates saw school practices as necessary to put the training they received at teacher training into practice, but they thought weekly practice hours to be insufficient. And some other findings suggested that the teacher candidates complained about the lack of teaching material and the school physical conditions. They claimed that transportation to schools is another significant challenge. They acknowledged that practice teachers exhibited positive attitudes towards them, while just a minority complained of undesirable teacher behaviours. And, they believed that practices had a considerable contribution to their professional development and class size had an unfavourable effect on the practices in crowded classes. It was another finding of the study that being watched by candidates had a harmful influence on the practice teachers' motivation. Furthermore, practice teachers pointed out that the crowded, unsuitable, and small size classes affected negatively the practices and emphasized the importance of spreading the practices throughout all training programs.