The purpose of this research is to determine the level of teacher candidates' lifelong learning competence and basic motivation resources and to examine the lifelong learning competence and basic motivation of teacher candidates in terms of some variables (gender and to be a university student or not). For this purpose, a quantitative study was designed. The research was conducted with 382 teacher candidates being educated in the pedagogical formation program at Trakya University. In this research, "Key Competences for Lifelong Learning Scale" and "Basic Motivation Resources Scale" were used as tools for measurement. As a result of the analyses, it was determined that the basic motivation resources of teacher candidates in all of the dimensions of the scale and lifelong learning competence of teacher candidates except from "communicative competence at a foreign language/s" sub-dimension of the scale are above average. In terms of gender variables, significant difference was found in the "communicative competence at a foreign language/s" sub-dimension of "Key Competences for Lifelong Learning Scale" in favor of male teacher candidates and, on the other hand, significant differences were found in the "the competence of learning to learn" and "the competence of cultural awareness and expression" sub-dimension of "Key Competences for Lifelong Learning Scale" in favor of female teacher candidates. The lifelong learning concept [15], which is used to describe the activities that people perform throughout their lives in order to develop their knowledge, skills, and competencies in a given area due to personal, social, or employment-related reasons, is seen as a process starting in the beginning of the pre-school and continuing throughout the compulsory education and teaching periods [16]. From this point of view, lifelong learning, which is seen as a continuous process [17], can be described as a set of learning activities aimed at improving the knowledge, skills, and competence of an individual [18]. Indeed, as pointed out by Kulich [19], the lifelong learning which can also be defined as giving education to the individuals throughout their lives, precisely means that education exists within all phases of the life cycle, in other words, throughout one's whole life [15].The content of the concept of lifelong learning leads to the actualization of learning as a sustainable process, since learning never stops for humans, according to lifelong learning. The development of new ideas is indicated by Dash and Mohan [20]. Catching this development makes continuous learning to be essential, namely it obliges the individual to learn throughout life. Ryan and Deci [21] report that the individual should maintain lifelong learning with inner motivation, not pressure or award for sustainable lifelong learning. It is also stated by Hargreaves and Fink [6] that education has an important place for the renewal of human beings and that the most important difference distinguishing the living beings from non-living beings is the self-sust...

It is noteworthy that there is little research on the education of twice exceptional students. In fact, most of these studies are descriptive studies. The rarity of studies on twice exceptionality is due to the problems in diagnosis and the lack of knowledge and experience of teachers on this subject. There is no in-service training program for teachers on this subject. This research is a research on the problem of designing an in-service training program for teachers of students who twice exceptional students. This research is action research model because the researcher is both the practitioner and the researcher of the research and takes the role of an active solver for the solutions to the problem. Document analysis is suitable for the research technique in terms of designing the training program by searching and analysing the relevant literature. Selecting of participants process; Bursa province, which is a medium-development province in Turkey, was chosen for the research. In the study, a special special education rehabilitation center where learning disability and giftedness are seen together and the probability of being seen is very high was chosen. Fifteen special education teachers working in this institution formed the study group of the research. Two data collection tools was used in this research that are Teacher Needs Analysis Determination Form; It was created to determine the knowledge, experience and proficiency levels of teachers who are interested in the education of different students twice. In the creation of this form, first of all, a literature review was made, a draft form was created, and then the form was finalized by referring to the expert opinion. Teacher needs analysis form consists of 6 dimensions and 12 questions. Documents; Since there are not many documents related to the education of twice exceptionalty, documents suitable for teacher training for gifted education and learning difficulties were selected. Teacher In-Service Training Program Preparation Process; In the preparation of the in-service training program, the Taba Model, in which the inductive approach is used, was used. The program, designed as a result of the research, consists of 6 sessions and 11 instructional stages. In this program, there are 17 outcomes that are expected to be developed by teachers. For the realization of these outcomes, 15 instructional designs (activities) were created. The duration of the training program was determined as 10 hours, with an average of 40 minutes for each activity. The in-service training program prepared for students who twice exceptionality has the feature of improving teachers' self-regulation and exhibits a program approach to direct their own learning. Therefore, the activities progress on the worksheets and by giving instructions.

Bu araştırmanın amacı, ilköğretim ikinci kademe öğrencilerinin Fen ve Teknoloji Dersinde kullandıkları öz-düzenlemeli öğrenme stratejilerinin kullanım düzeylerini belirlemek ve bunların cinsiyet ve sınıf seviyesine göre dağılımını incelemektir. Tarama modelindeki bu araştırma 2010-2011 öğretim yılı birinci döneminde Edirne İli Merkez İlçedeki İlköğretim okullarında, ikinci kademede öğrenim görmekte olan 1286 öğrencinin katılımı ile gerçekleştirilmiştir. Araştırma verileri, varsayılan model çerçevesinde araştırmacılar tarafından geliştirilen "Fen ve Teknoloji Dersi Öz-Düzenlemeli Öğrenme Stratejileri Ölçeği" ile toplanmıştır. Araştırmanın sonuçlarına göre öğrenciler, Bilişsel Öğrenme Stratejilerinden en çok Örgütleme Stratejilerini, en az Grafik Örgütleyici Stratejileri; Kaynak Yönetim Stratejilerinde en çok Yardım Arama Stratejilerini, en az Zaman Yönetim Stratejilerini kullanmaktadırlar. Bununla birlikte Biliş Bilgisi ve Bilişin Düzenlemesi Stratejilerinin kullanımları "çok sık" düzeyindedir. Cinsiyete göre strateji kullanımları incelendiğinde Grafik Örgütleyici Stratejiler ve Zaman Yönetim Stratejileri hariç tüm ölçeklerin genelinde ve alt boyutlarında kızlar lehine anlamlı farklar bulunmuştur. Sınıf düzeyine göre durumlar incelendiğinde ise, sınıf seviyesi arttıkça strateji kullanımında anlamlı bir azalma olduğu belirlenmiştir. Araştırma sonuçlarına göre öğrencilerin öz-düzenlemeli öğrenme stratejilerini kullanımını artırmaya yönelik önerilerde bulunulmuştur.

The aim of this study is to determine how effectively different countries use educational inputs in the process of science education. The study is in the descriptive model and the data is derived from the PISA 2015 data set, which provides information to countries on secondary education programs. Data from 70 countries, including Turkey, were used in the study. The effectiveness of Turkey in the process of science teaching in secondary education has been compared with other countries and suggestions have been made to increase the effectiveness of secondary education science teaching. The data for this study are grouped into training inputs and training outputs.-Student behaviour hindering learning", "teacher behaviour hindering learning", "shortage of educational material", "shortage of educational staff", "professional development", "teachers participation", "curricular development", "total number of science teachers at school", "index science-specific resources (sum)" were defined as the educational inputs. The science achievements of students have been taken into account in determining which countries have more effective management of educational inputs accepted in this study. Secondary scholl level education inputs while nearby countries respectively to use effectively Slovakia (97.30%), Slovenia (91.16%), Brazil (90.50%), Turkey (89.75%), Finland (84.65%), Greece (83.31%), Denmark (83.25%), and Czech Republic (80.61%). education outcomes in Turkey is ranked as 20 th in science teaching secrets to use it effectively.

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