With increasing global requirements for the use of technological tools and resources in K-12 settings, there is a need to examine the technological pedagogical content knowledge (TPACK) levels of mathematics teachers because technology use in class may enhance students' engagement and motivation in learning mathematics. Hence, the purpose of this study was to develop and validate a TPACK scale to be used in investigating mathematics teachers' knowledge levels in TPACK components, and investigate if mathematics teachers' TPACK levels differed in terms of gender, teaching experience and level of school. This study is based on survey research design. Data were collected from 202 mathematics teachers in the spring semester of 2016-2017 academic year. MANOVA was used for data analysis. As a result of exploratory and confirmatory factor analysis, the TPACK instrument was developed as a valid and reliable 39-item 5-point Likert scale consisting of six scales: 1. Technological Knowledge, 2. Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Content Knowledge, 5. Pedagogical Content Knowledge and 6. TPACK. The results also revealed that there were significant differences between gender and technological knowledge domain in favor of male teachers. However, it was found that teaching experience and level of school had no significant effect on TPACK domains.

The aim of this study was to investigate whether flipped learning affects pre-service teachers’ achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017–2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning group obtained significantly higher achievement test scores and final grades than the traditional instruction group. On the other hand, being in the flipped learning group or in the traditional group had no significant effect on the pre-service teachers’ perceptions of the classroom environment.

The current study aimed to find out the effect of situated learning on students' Vocational English learning. This research employed a mixed method research design. In the quantitative part of the study, pre-tests and post-tests were implemented to investigate the differences in students' vocational English learning between the experimental and the control group. Besides, the qualitative part of the research consisted of semi-structured interviews in order to explore students' perceptions about situated learning. This study involved 116 second grade students who were studying in the department of Accounting Information Systems. The data were gathered through an achievement test, developed by the researchers, and semi-structured interviews. A paired samples t-test and independent samples t-test were employed in order to analyze the quantitative data. Furthermore, descriptive analysis was carried out to analyze the qualitative data. According to the findings of the study, the average score of the achievement test for control group was found to be lower than the experimental group; however, a significant difference was not obtained. It was also unearthed that the perceptions of students about situated learning were mostly positive. Thus, it can be concluded that situated learning can be used successfully in teaching students vocational English.

This study aimed to predict the achievement of pre-service teachers majoring in education through some learner characteristics like gender, self-directed learning readiness dimensions, and course context (being in the flipped learning class and traditional teaching classes). Research Methods: This study employed a relational survey research design and involved 271 pre-service teachers who were selected according to the purposive sampling method. Data were collected by implementing an achievement test and Self-directed Learning Readiness Scale and analyzed through the Hierarchical Multiple Linear Regression procedure..

The purpose of this research study was to develop a classroom environment instrument for assessing pre-service teachers' classroom environment perceptions and investigate its validity and reliability. In this study, the instrument was developed according to constructivism, environment congruence theory and also the studies of Fraser and his colleagues. The pilot form of Classroom Environment Perceptions Scale of Pre-Service Teachers (CEPSPT) consisted of 60 items. It included Moos' (1974) three dimensions of classroom environments. For the exploratory factor analysis (EFA) 520 pre-service teachers and for the confirmatory factor analysis (CFA) 280 pre-service teachers participated in the study. By implementing EFA and CFA, the factor structure of CEPSPT was confirmed. The internal consistency of sub-scales changed from .72 to .85. As a result, the CEPSPT included 38 items and consisted of six subscales.

This study aimed to develop an achievement test in the Principles and Methods of Instruction Course. 14 goals were developed by following the aims of the course as determined by the Council of Higher Education. The first form of the achievement test consisted of 49 items implemented to 486 volunteer sophomore preservice teachers who took the Principles and Methods of Instruction Course in the spring semester of 2016-2017 academic year. Test Analysis Program (TAP, version 14. 7. 4) was used to examine the item discrimination indices, item difficulty indices and reliability coefficient of the achievement test. After conducting the analyses, the difficulty indices of the remaining items ranged between '.15-.74' with a mean difficulty index of .51. The item discrimination indices were between '.21-.57' with a mean difficulty index of .37. Finally, the KR-20 value was found to be .78.

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