This study investigates the relationship between teaching-learning conceptions and sense of self-efficacy of pre-service EFL teachers. The study used a mixed method research design. Quantitative data were collected from and 374 4th grader pre-service teachers studying ELT in state universities using the Turkish versions of Teaching and Learning Conceptions Questionnaire and Teacher Sense of Efficacy Scale. Open-ended questions were used to gather qualitative data from 42 pre-service teachers who consented to respond. Descriptive statistical techniques and content analysis were used for data analysis. The findings showed that pre-service teachers felt efficacious in instructional strategies, student involvement, and classroom management. They accepted the constructivist conception more than the conventional conception. Taking the results into consideration, implications and suggestions were formulated for the main stakeholders of language teacher education.

This study adopted phenomenology, one of the qualitative study patterns, to investigate the pre-service English as a foreign language teachers' opinions about online practicum in terms of the strengths, weaknesses, opportunities, and threats (SWOT) of online teaching practice. To reach the aim, 24 preservice English as a foreign language teachers who attended an online practicum for 12 weeks, and each conducted at least 4 online English lessons using the lesson plans they prepared, were involved in the study. All the pre-service teachers who voluntarily accepted to participate in this study were senior students at the department of English language teaching of a foundation university in Gaziantep, Turkey. The researchers collected the data through focus group interviews on the Zoom platform. The participants who formed 3 focus groups with 8 participants were asked about the online practicum's strengths, weaknesses, opportunities, and threats. The meetings were recorded and transcribed word by word by the researchers. Both researchers reviewed the data for reliability and validity until the results reached saturation (Huberman & Miles, 2002). Content analysis was used to analyze the data, and several themes and codes emerged from the qualitative data. The results were discussed in detail with the implications and suggestions for teacher education programs.

Kargı Tulum cheese is produced and consumed in Çorum province of Turkey. The present study investigates some chemical, microbiological, and textural properties of Kargı Tulum cheese produced using the traditional method by a family-owned company in the Kargı district of Çorum. The mean values of Kargı Tulum cheese samples were as follows; dry matter content %61.71 ± 8.77, fat %30.28 ± 4.84, fat in dry matter %49.09 ± 5.15, protein content %20.17 ± 3.19, ash %4.67 ± 2.09, salt %4.76 ± 1.67, salt in dry matter %7.67 ± 2.43, titration acidity (as lactic acid) %1.41 ± 1.18 and pH is 4.64 ± 0.21, and in the textural analysis of cheese samples, the hardness value was 2750.88 ± 1719 g.

This study investigates the effect of epistemological beliefs on in-service EFL teachers' teachinglearning conceptions and sense of self-efficacy. The study used a mixed-method research design. The quantitative data were collected from 192 in-service teachers working at state schools using the Turkish versions of the Epistemological Beliefs Questionnaire, Teaching and Learning Conceptions Questionnaire, and Teacher Sense of Efficacy Scale. Open-ended questions were used to gather qualitative data from 19 in-service teachers who consented to respond. Descriptive statistical techniques, regression analysis, and content analysis were used for data analysis. The findings showed that in-service teachers had considerably more complex beliefs about learning process/expert knowledge and learning effort than about innate-fixed ability and certainty knowledge. To them, learning is a process that requires effort, and expert knowledge should be questioned. In-service teachers mostly have constructivist beliefs as teaching-learning conceptions. However, it can be concluded from their statements that they also use the strategies of traditional conceptions. They have high levels of efficacy in all dimensions, particularly in instructional strategies, followed by student engagement and classroom management. Their epistemological beliefs affected their teaching-learning conceptions and their self-efficacy. Considering the research process and its results, implications, and suggestions were formulated for the main stakeholders in language teacher education.