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This study investigates the structural relationship among academic motivation, academic self-efficacy (ASE), problem solving skills (PSS), creative thinking skills (CRTS), and critical thinking skills (CTS). Structural Equation Model was utilized to compute the relationships between these variables. The sample of the study was comprised of 575 student teachers studying in Faculties of Education in Turkey in the academic year 2021-2022. The findings underline that academic motivation had a significant direct effect on CRTS and self-efficacy had a significant direct effect on CRTS. In addition, the present study revealed that PSS had a significant direct effect on both creative thinking and CTS as well as revealing that creative thinking had a significant direct effect on CTS. Finally, in the present study, creative thinking significantly partially mediated the relationships between academic motivation, ASE, PSS, and CTS. These findings suggest implications for teacher training within the context of raising qualified teachers because the quality in the learning-teaching process is positively expected to be influenced by the variables explored in the current study.

The present study deeply aims to reveal teachers' reflection and their reflective thinking levels on the different dimension of their teaching practice with regard to the dimension of learning objectives, content, learning-teaching process, and measurement and evaluation in the context of English courses. The study was designed as case study method. The study group was composed of 27 teachers selected based on the criterion sampling method. Results showed that the participant teachers had information about reflective thinking skills and they made some changes in the lesson plan because they thought that a lesson plan for the learning objectives ignoring students' prior knowledge was ineffective. Based on teachers' opinions, it was also determined that the content consisted of similar topics and was very intense and heavily based on vocabulary teaching. Results indicated that participant teachers reflected on teaching methods and techniques, activities and materials, student motivation, classroom atmosphere, and ensuring participation in the lesson. It was also revealed that the efficiency of measurement tools and the need to prepare measurement tools with regard to the learning objectives should be realized. Based on their reflective diaries, participant teachers also reflected at the technical, practical and critical levels and developed reflection-in-action, reflection-on-action, and reflection-for-action. Providing teachers with in-service training courses such as thinking skills, problem solving and decision making techniques, risk and crisis management that will contribute to overcoming their shortcoming and mistakes is thought to improve their reflective thinking skills.

In this study, the degree to which reflective thinking and individual innovativeness predicted student teachers' attitudes towards teaching profession was investigated. The relational survey model was conducted. The study was composed of 510 student teachers from seven different state universities in Turkey. "Reflective Thinking Scale (RTS)", "Individual Innovativeness Scale (IIS)" and "Attitude Towards Teaching Profession Scale (ATTPS)" were used as instruments to conduct the study. "Pearson Momentler Correlation Coefficient" and "Multiple Linear Regression Analysis" were conducted in the correlational and regression analysis. The findings revealed a strong positive meaningful correlation between attitudes towards teaching profession, reflective thinking and individual innovativeness of student teachers. The study also also found a strong positive meaningful correlation between reflective thinking and individual innovativeness.

A bulk of research has shown strong relationships between metacognition, creative thinking, autonomy support, and self-efficacy among teachers. However, we could not find research with a large sample of teachers exploring the mediating effects of creative thinking and metacognition on the relationship between autonomy support and self-efficacy. A need for a novel structural equation model (Covariance-based) underlying psychological rationality of said relationships was deemed actual. To that end, firstly the effects of teachers' autonomy support (opportunity and decision-making) on teachers' creative thinking, metacognition, and self-efficacy were tested. Then, the mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self-efficacy were explored. A simple random-sampling method was utilized to gather 787 teachers' data. The results revealed that decision-making and autonomy opportunity predicted creative thinking, metacognition, and self-efficacy positively and meaningfully. Subsequently, creative thinking as well as metacognition had mediating effects on the effects of autonomy opportunity and decision-making on self-efficacy. In closing, for boosting teachers' skills in autonomy support and self-efficacy, attention should be given to fostering their creative thinking as well as metacognition. The study provides implications and suggestions for research on school psychology and improvement.

The main purpose of this study, which was realized in the qualitative research design, is to determine postgraduate student expectations of their lecturers. The study group is composed of master and doctoral students from different universities enrolled in Educational Sciences Institute that "seeks to prepare candidates as highly qualified education professionals capable of functioning in the current and dynamic field of education." A case study design was employed in this study. The data of the study were collected by a semi-structured interview form consisting of five open-ended questions. "Content analysis method" was used in the analysis phase of data. Five themes, each with categories, were identified and were compared to findings in the literature. As a result of the study, it can be said that lecturers need to regularly update their skills and knowledge in order to maintain an effective teaching activity in the context of professional development. They should also avoid traditional methods and support their courses with materials. The university education should not only consist of teaching courses for the lecturers, but also social relations should be developed especially for both the university students and the university itself by establishing relations with the close environment.

In this study, it was examined that in what level reflective thinking towards problem solving skills and metacognitive awareness explained maths course achievements of the students and the relationships among these variables were studied. Relational survey model was applied. The study included 412 seventh grade students from two different secondary schools within each of the three central districts located in Ankara. In this study, "Reflective Thinking Skill Scale to Problem Solving (RTSSPS)" and "The Metacognitive Awareness Inventory for Children (MAI-C)" and the scores of "Maths Course Achievement" were used. "Pearson Momentler Correlation Coefficient" and "Multiple Linear Regression Analysis" were used in the correlational and regression analysis. It was determined that there was a strong positive significant correlation between students' maths achievement, reflective thinking towards problem solving and metacognitive awareness. It was also determined that there was a strong positive significant correlation between reflective thinking towards problem solving and metacognitive awareness.

This study aims to explore the relationships between cognitive flexibility (CF), perceived quality of faculty life (PQFL), learning approaches (LA) and academic achievement (AA). This correlational comparison study was conducted with 1573 undergraduates at Ankara University. The data collection tools were "Cognitive Flexibility Scale (CFS)", "Quality of Faculty Life Scale (QFLS)" and "Approaches to Learning Questionnaire (ALQ)". Grade point average (GPA) was used as a measurement of AA. The three subscales of QFLS; satisfaction from faculty (SF), faculty members (SFM), and school climate and student relationships (SSCSR) were found positively correlated with deep approach to learning (DAL), CF and AA, and negatively correlated with surface approach to learning (SAL). DAL was also found positively correlated with CF and AA, but negatively correlated with SAL. CF and AA were positively correlated with all variables, except SAL. Although CF showed a positive correlation with AA, it assumed a negative explanatory role for AA when it was included in the model as a mediating variable. The regression estimates in the path analysis model revealed that DAL, SAL and SF were positive explanatory variables for AA, whereas SSCSR was a negative explanatory variable for AA and SAL was a negative explanatory variable for CF.

The aim of this study is to examine the LCM (layered curriculum model) on students' achievements, and attitudes in English course and to determine their opinions about the LCM. In order to achieve these aims, mixed method was employed. The study lasted for five weeks and was conducted in one of the Anatolian High Schools in Ankara, Turkey in 2016-2017's academic year. The study was conducted on an experimental group composed of 31 ninth grade students and control group composed of 32 ninth grade students. The experimental group was lectured with the LCM whereas the control group was lectured with a teaching process in which current curriculum prescribed by Ministry of National Education (MoNE) was followed. Research data were gathered through the academic achievement test, the scale of attitude towards English lesson and semi-structured interview form. The study results revealed that the LCM implementation in the experimental group increased students' academic achievement and attitude more significantly than the experimental group. The students interviewed in the experimental group expressed that the LCM promoted their cognitive and affective developments, their language skills, facilitated their learning process, made their learning permanent, developed their motivation, self-confidence, responsibility, decision making skills and abilities. They also stated that the activities in the LCM were fun, interesting, and instructional.

The study aims to determine the effects of learning activities based on learner autonomy on the English achievements, attitudes, and learner autonomy of 6th grade students by allowing students to choose activities to be conducted in English language teaching. The study was conducted on experimental and control groups. Research data were collected through the use of achievement tests, the scale of attitudes toward English lesson, learner autonomy scale, interviews and observation based on researcher's journal form. The study results showed that the achievement levels of the experimental group that used learning activities based on learner autonomy learning and those of the control group that used the activities within the framework of the curriculum prescribed by the Ministry of National Education increased. However, the experimental group was seen to be more successful than the control group. There were significant differences between students in experimental and control groups with respect to achievement, attitude, and learner autonomy scores but all the differences were in favor of the experimental group. As a result of the content analysis method, it was reached that learning English with various classroom activities based on learner autonomy was effective because of the fact that it facilitated, reinforced and retained students' learning process. Also, this learning process enhanced cognitive, affective, and self and peer assessment skills of students.

The goal of the study is to develop a scale of "Attitude toward Pedagogical Teacher Training Programme" (APTT) for finding out faculty members' attitudes toward pedagogical teacher training programme. Two study groups ("Exploratory Factor Analysis and Reliability Group" and "Confirmatory Factor Analysis Group") were employed to develop the scale. The main aim of "Exploratory Factor Analysis and Reliability Group" that consisted of faculty members is to determine the technical properties especially the construct validity and reliability of APPT scale. The aim of "Confirmatory Factor Analysis Group" that consisted of faculty members is to determine whether the factor structure acquired by APTT was confirmed or not. At the end of the analyses, it has been found that 14 items in the scale grouped under one factor. The study shows that "Attitude toward Pedagogical Teacher Training Programme (APTT)" is a valid and reliable tool. Using APTT with other data collection instruments about pedagogical teacher training and comparing the attitudes of faculty members with the attitudes of students toward pedagogical teacher training will be beneficial. The final form of the scale measures to which degree Pedagogical Teacher Training Programme is necessary and valuable for the teaching profession.

In every society, the issue of whether an individual can do math has become a central issue. Middle school years, when students' perceptions towards math start to form, have a critical importance for them to develop a positive attitude towards math. The aim of this study is to determine the meaning that the students attributed to the math and to reveal the students' perceptions towards math. Metaphors were also benefited from in order to carry out this aim. The sample of this study was composed of randomly selected 273 students from Yalçin Eskiyapan Middle School located in the district of Keçiören, Ankara in 2015-2016 academic year. When the data obtained from the students were examined, it was seen that the most frequent repeating metaphors were life (38), game (14), book (10), and space (6). The way in which the students explain their metaphors was examined by inductive content analysis. As a result of the analysis, the obtained codes were gathered under four themes as opinions about the content of the math, opinions about the applicability of the math, opinions about the math, and opinions about the teaching of the math. Each theme has two categories, including positive and negative ones.

The goal of the study is to develop a scale named "Learner Autonomy Scale" (LAS) for determining the learner autonomy of the students toward English lesson. The proposal scale, composed of 29 items, was applied to two study groups in Turkey. The group of Exploratory Factor Analysis that aims to determine the psychometric properties especially the construct validity and reliability of LAS consisted of 291 6th grade students. The group of Confirmatory Factor Analysis that aims to find out whether the factor structure demonstrated by LAS was confirmed or not consisted of 297 6th grade students. As a result of the analyses, it has been determined that the scale consists of 14 items and it has a structure composed of one factor. The study showed that LAS is a valid and reliable tool. Using LAS with other data collection tools on learner autonomy will be beneficial.

Investigating the hopes of Syrian students about the future is important in terms of their future expectations, life goals and their level of commitment to Turkey as a host society. Therefore, the present study, using a qualitative case study method, aims to study Syrian refugee high school students' hopes about the future. The study points to a complex phenomenon.

Inclusive education practices on special education are quite important and discussed intensively. Within this context, teachers' viewpoints and attitudes towards inclusive education practices are of great importance. There are many publications about special education practices in the literature review. In this article, it has been focused on inclusive education practices in special education and synthesizing the findings of studies examining teachers' attitudes towards special education. Teachers' attitudes towards inclusive education practices have been examined in terms of gender and special education training. There are 28 studies that met the criteria listed including the sample about the influence of the gender on the attitudes towards inclusive education and 23 studies meeting the inclusion criteria including the sample about the influence of special education training on teachers' or prospective teachers' attitudes. The findings of the study indicated that gender and special education training did not affect the attitudes towards inclusive education significantly. Of the moderating factors observed in the study, only the differences in teachers' branches were seen to be of significance.

Turkish teachers seek to work abroad for a variety of reasons with a mixed degree of success. This study examined the common essence of the experiences of Turkish teachers, through 25 interviews with teachers commissioned to teach Turkish and Turkish culture to Turkish students in Germany and France. Interviews were conducted using semi-structured interview questions and audio recordings. The analyses used an appropriate content analysis process for a qualitative phenomenological approach. Krippendorff's alpha coefficient showed high interrater reliability with a value of 0.83, and to ensure the credibility the codings have been submitted to internal and external checks. The direct quotations of the participants' discourses were shared in the text. The results of the study showed that there was a particular driving force that directed teachers to teach abroad. This driving force embodied itself in a sense of curiosity and pride for being chosen to work abroad.

The aim of this study was to investigate the relationship between burnout, life satisfaction and quality of life in parents of disabled children and the mediating role of burnout in the relationship between life satisfaction and quality of life. Relational comparison, which is a quantitative research method, was used. The study sample consisted of 538 parents of students with disabilities of special education schools in the central district of Düzce and parents of children with disabilities receiving services from the Guidance Research Centre. Data were collected using the Maslach Burnout Inventory, the Beach Centre Family Quality of Life Scale and the Satisfaction with Life Scale. Pearson Product Moment Correlation Coefficient and path analysis model were used for analysis. Burnout was negatively correlated with life satisfaction and quality of life while the quality of life was positively correlated with life satisfaction. Quality of life predicted burnout negatively while burnout predicted life satisfaction negatively. However, the quality of life did not predict life satisfaction. According to path analysis, burnout was a mediating variable. Results suggest that parents of children with disabilities should be supported socially and financially and that existing social support should be diversified based on the child's disability.

This study utilised a relational screening model to explore the relationships between teachers' professional values, attitudes, and concerns towards the teaching profession, and whether or not teachers' professional values predict their attitudes towards the teaching profession when the level of concern is taken as a mediator variable. As data collection tools, the "Professional Values Scale for Teaching Profession," "Anxiety Scale for Teaching Profession," and "Attitude Scale for Teaching Profession" were administered to 712 teachers from Düzce province in Turkey. From the results we derive a strong recommendation about enabling undergraduates considering teaching as a career to better develop and strengthen their commitment to this profession. More policies should also be developed to improve the status and society's valuing of the teaching profession, as well as increasing the quality of pre-service training of teachers, and the continuing professional development of current teachers, in order to decrease their professional concerns.