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Copyright of Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turcology Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this research is to determine what kind of reading mistakes university senior Turkish teacher candidates make during reading aloud and to determine whether these mistakes correlate with gender, number of reading books per month and academic GPA.The research was conducted in the 2023- 2024 Academic Year with 30 fourth grade students studying at Gazi University, Gazi Faculty of Education, Department of Turkish Education. The participants were read two texts, one narrative and the other informative, selected from the 8th grade Turkish language textbook by taking expert opinion. In this research, in which the relational screening model, one of the quantitative research methods, was used, it was determined that Turkish teacher candidates made 13 different reading aloud mistakes. It was determined that teacher candidates made the most mistakes in “mispronouncing words, changing letters and reading words over and over again”. It has been determined that male students make fewer mistakes than female students when reading texts aloud and there is a low level of correlation between academic GPA and the number of monthly book readings with mistake rates, and that prospective teachers read the narrative text with fewer mistakess than the informative text. In line with the results based on results obtained, suggestions were made to improve reading aloud skills. [ABSTRACT FROM AUTHOR]

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Music (TM) / Türk Müziği is the property of Young Wise Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi Journal of Educational Sciences (GJES) is the property of Gazi Journal of Educational Sciences (GJES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi Journal of Educational Sciences (GJES) is the property of Gazi Journal of Educational Sciences (GJES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this research, it is aimed to determine the pre-school teacher candidates' use of music activities in the teaching practice course. The study group of the research consists of the 4th year students of Amasya University Preschool Education in the 2022-2023 academic year. In this study, criterion sampling method, one of the purposive sampling methods, was used. The data of the research were collected using the interview form prepared by the researchers. The data were analyzed with descriptive analysis technique. As a result of the research, it was concluded that preschool teacher candidates mostly used music activities in the teaching practice course. Other important results are that they mostly use music activities to provide attention in the classroom, and they mostly use video songs and song plays as music activities. [ABSTRACT FROM AUTHOR]

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The approaches and the behavioral patterns that students adopt towards lessons throughout their academic lives are various. Some of the variables that affect this variety are academic procrastination and academic perfectionism. The aim of the study is to determine the academic procrastination levels of pre-school teacher candidates and to examine their academic procrastination and perfectionism in depth. In this context, it was designed as a mixed method research in an explanatory sequential design. In the research, scanning and basic qualitative research designs were used respectively. The research was carried out with the 2nd grade students of Gazi University Preschool Education Department in 2017-2018. Research data were collected with Academic Procrastination Behavior Scale, Student Evaluation Form and semi-structured interview form. Pre-service teachers evaluated academic perfectionism as a feature that affects their social lives and wears them out while bringing academic success. They stated that the procrastination behavior arises due to the high intensity of academic duties or the inability to fully understand these duties, and the inability to find an environment to work because the dormitories are overcrowded. They specified that their social life was not affected due to their academic duties, but their social life caused the emergence of academic procrastination behavior. They stated that the attitudes and behaviors of the educator affected the attitude towards academic duty, their participation in classes with attendance obligation and homework intensity decreased, and they focused only on passing the course. [ABSTRACT FROM AUTHOR]

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A student involved in the learning-teaching process encounters the objectives of two types of curriculum at schools, official and hidden. While the target-behaviors, content, educational status and evaluation that are desired to be gained by the students within the scope of the official curriculum are written, the opinions and expectations of the teachers in the context of the hidden curriculum, the prejudices and behaviors of the teachers, the classroom rules, the student characteristics, the student achievements, the school rules, the architecture of the school building, time allocated to courses, extracurricular activities, social norms and values, ideology and textbooks are not included in a written place. Despite this, the mentioned variables have a significant impact on students' achievements and attitudes. In line with this importance, the research aimed to determine the perceptions of teacher candidates about the hidden curriculum. In the study carried out by adopting the survey research, data were collected from a total of 281 teacher candidates studying at the faculty of education of a foundation university using the Hidden Curriculum Scale (Akbulut ve Aslan, 2016). The findings obtained in line with the data obtained revealed that male teacher candidates have a higher perception of hidden curriculum, and teacher candidates' opinions differ according to the department and class. [ABSTRACT FROM AUTHOR]

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This is a case study aiming to reveal the prospective teachers’ views about their speaking skills. The aim of the study therefore is twofold. Firstly, it attempts to investigate the prospective teachers’ self-assessment of speaking problems. Secondly, it purports to explore the factors that support effective speaking from the perspectives of the perspective teachers. The study group consists of fifty prospective teachers studying at the Turkish Language Teaching Program. They have taken both speaking, and voice and diction training courses. Content analysis method has been used in the analysis of the data. Five themes have emerged from the prospective teachers’ answers regarding speaking problems that they can make while speaking: Prosodic features, emotional factors, pressured speech, physical problems and using vernacular language. The prosodic features has encompassed pronunciation, stress and intonation, pause, tone of voice subthemes. Emotional factors theme, on the other hand, has been split into two subthemes, i.e., lack of self-confidence and excitement. Seven themes have emerged from the prospective teachers’ answers regarding the factors that support effective speaking: Prosodic features, emotional factors, body language, preparation, expression style, content and competence. Prosodic features theme has included pronunciation, stress and intonation, pause and tone of voice subthemes. [ABSTRACT FROM AUTHOR]

Values are integral to all aspects of life. In this sense, examining the perceptions of teacher candidates who are in charge of educational activities related to values education in the classrooms is essential. This study aimed to discuss teacher candidates' metaphorical perceptions of the concept of "value." The sample comprised 160 teacher candidates studying at Gaziantep University Faculty of Education in the fall semester of the 2022-2023 academic year. A phenomenological design was employed in this qualitative study. The participants were asked to fill in the blanks in those statements: "Value is like....., because it is ...". The collected data were processed by content analysis, one of the qualitative data analysis techniques. The results showed that the participants generated 84 metaphors for the concept of 'value'. The most frequently mentioned metaphor was 'Culture.' Besides, the reasons underlying the metaphors were examined and classified under six conceptual categories based on Spranger's Value Classification (1928). According to the findings, they produced the most metaphors related to the concept of value under the 'Social Values Category.' The findings proved that metaphors were important tools in revealing teacher candidates' perceptions of educational concepts, and necessary suggestions were made for their use in future research. [ABSTRACT FROM AUTHOR]

In today's world, societies are becoming increasingly globalized and the interaction between various cultures is increasing. In this case, it becomes important for teachers to have a multicultural perspective and to provide an education that is compatible with cultural diversity. At this point, the relationship between multicultural personality traits and intercultural sensitivity comes to the fore. When the literature is examined, it is seen that there are a limited number of studies examining the relationship between multicultural personality traits and intercultural sensitivity of preservice teachers. The aim of this study is to examine the relationship between multicultural personality traits and intercultural sensitivity among preservice teachers. The population of the study consists of all students studying in different departments of Amasya University Faculty of Education. The study's sample was made up of 446 students from four different departments of this faculty, chosen through convenience sampling. Of the participants, 112 (25.1%) were male and 334 (74.9%) were female. The age range of the preservice teachers varied between 18 and 30, with an average age of 21.08 (SD=1.72). The data was collected using Personal Information Form, Intercultural Sensitivity Scale and Multicultural Personality Questionnaire. Pearson Product Moment Correlation Analysis, multiple linear regression analysis, and descriptive statistics were used to analyze the data. As a result of the correlation analysis, it was found that intercultural sensitivity scores of preservice teachers were positively correlated with flexibility at low level, with emotional stability and social initiative at medium level, and with open-mindedness and cultural empathy at high level. The results of regression analysis showed that preservice teachers who exhibited high levels of open-mindedness, social initiative, emotional stability, and cultural empathy multicultural personality traits had high levels of intercultural sensitivity. The results of the study can help to determine the factors related to intercultural sensitivity in multicultural societies such as Turkey, which examines the relationship between intercultural sensitivity and multicultural personality traits. In addition, the results of the research may contribute to the development of programs to improve intercultural sensitivity among preservice teachers. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the year, type, university, institute, major discipline, subject, method, design, study group, data collection tools and keyword trends of 102 postgraduate theses on reading strategies in Turkey between 1995 and 2022. The model of the study was designed by systematic review method. In the analysis of the data, descriptive analysis was performed using document analysis method. It was revealed that most of the postgraduate theses on reading strategies were master's theses, mostly in 2018 and 2019, at Gazi University, in educational sciences institutes and in the main branch of Turkish education. It was determined that mostly metacognitive reading strategies, reading strategies and reading comprehension strategies were the subject, quantitative methods, especially experimental design, relational screening design, survey design, single-subject designs were preferred. Most of the studies were conducted with pre-service teachers and fourth graders and with secondary school students as a group. Reading comprehension test, interview form and personal information form were used as data collection tools. It was found that the keywords reading comprehension, reading strategies, reading, metacognition and fluent reading were frequently used. [ABSTRACT FROM AUTHOR]

Today, the rapid proliferation of digital environments and the games played in these environments, as well as children's increasing digital-based game playing habits, prevent them from socializing with their peers and developing various motor skills. Our schools, where they are somewhat removed from these digital gaming environments, offer a rich environment for children to be intertwined with people of many ages and identities. In this environment, students' interaction with each other should be increased in the classroom as well as in free time outside the classroom. Teachers can provide a common space where everyone has the right to express themselves equally, especially for students who have difficulty expressing themselves. When considered within the context of the Turkish lesson, drama is a technique that allows students to experience all these emotions and skills. Although there are studies on what kind of feelings, thoughts and judgments teachers have for the technique as the founding element in this application, it is a need to examine and determine in detail whether the application of drama in Turkish lessons is preferred by pre-service teachers who are currently continuing their student life and who can look at the situation from both teacher and student perspectives, or the opinions of pre-service teachers against the problems that may arise in practice.The aim of this study is to evaluate the opinions of preservice teachers who will perform the Turkish course, which is based on developing the four basic skills of students, on the use of drama technique in the lessons. Within the scope of the research, semi-structured interview forms were applied to 6 prospective Turkish language teachers studying at Düzce University who had previously taken drama courses during their undergraduate years. The qualitative data obtained from the forms were divided into categories and themes, examined in detail and subjected to content analysis. As a result of the research, it was seen that the majority of the prospective Turkish teachers thought that the drama technique activated the learning processes of the students, that it gave the students the most reading and speaking skills, and that it was a time-consuming technique with active participation in the lesson. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erciyes Akademi is the property of Erciyes Universitesi Sosyal Bilimler Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erciyes Akademi is the property of Erciyes Universitesi Sosyal Bilimler Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Along with the students who are studying in primary school classes, there are also children with learning difficulties. One of the subcategories of learning disability is math learning disability, also known as dyscalculia. In this study, it was aimed to determine the approaches of primary school teacher candidates, who are likely to encounter this situation in their professional life, towards mathematics learning disability. The research was carried out in a phenomenological design, one of the qualitative research models. For this purpose, focus group interviews were conducted with first and fourth grade teacher candidates studying in the classroom teaching undergraduate program. After the transcripts of the interviews were made, the content analysis stage was started. A qualitative analysis program was used in the analysis process. 101 codes and six categories were reached in the findings of the focus group interview of the prospective teachers. As a result, it was determined from the statements that the pre-service teachers had a basic level of knowledge, although not in-depth, but that they would approach this issue sensitively in their future professional lives. It was concluded that the teacher candidates mostly wanted to say and realize something in the method and application by showing an intense frequency in the "method and application" category. Along with these, it has been concluded that the identity of the teacher plays an important role in almost all categories and subcategories. [ABSTRACT FROM AUTHOR]