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The aim of the study is to develop a new scale, called the “Social Skills Rating Scale for Primary School Students-Teacher Form” (SSRS-T). This study was carried out on four different groups consisting of primary school students from Burdur in Turkey. The psychometric properties of the Scale (SSRS-T) were analyzed by means of item analysis, exploratory factor analysis, the first level of the confirmatory factor analysis (CFA) and internal consistency and test-retest methods. The exploratory factor analysis (EFA) results demonstrated that the scale comprised two factors. As a result of the EFA, the factor loadings of 24 items in the two factors were found to vary between 0.61 and 0.84. These two factors explained 64% of the total variance. CFA results demonstrated that two dimensional model provides good fit as per obtained fit index values. The Scale (SSRS-T)’s internal consistency coefficient and test-retest reliability coefficient were each determined to be 0.97 and 0.87. In conclusion, Social Skills Rating Scale for Primary School Students can be used as a reliable and valid measure for Turkish primary school students.

The meaning of “teacher” and “pedagogical formation” are mirror of prospective teachers’ idea about their job. The purpose of this study to examine and classify the metaphors that prospective teachers formulated to describe the concept of “teacher” and “pedagogical formation”. The sample which selected by the use of convenience sampling techniques was drawn from pedagogical formation students and primary school, preschool undergraduate students in the 2014-2015 academic years. Participants completed the prompt “ A teacher is like. .. because ... ” and “ pedagogical formation is like. .. because... ... ” by focusing on only one metaphor to indicate their conceptualization. The content analysis technique was used to analyze the data. Firstly the metaphors and then conceptual categories will be identified according to metaphors. According to results categories of metaphors on “teacher” concept are disseminating information, mother-father, pioneer confidant and altruism. Categories of metaphors on “pedagogical formation” concept are necessity, criticism, obligation, pioneer, enlightenment, giving meaning tool, inception and opportunity.

In Turkey in reading instruction a kind of phonetic method is used which is called sound based sentences method. In this method, the reading instruction is initiated by sounds. Instead of letters name, letters’ sound is taught. Teaching sounds are performed in compliance with the six sound groups. In teaching process for phonetic awareness during sound teaching, songs are one of the activities teachers instruct. The purpose of this study is to investigate how first class teachers teach reading with songs. The qualitative research method was used in this research. A interview form was developed which was applied ten first grade teachers in 2012-2013 education year. Descriptive analyze was used while analyzing data.

In Turkey, according to 2005 Primary Curriculum; handwriting style was changed. Cursive handwriting was replaced by manuscript to teach in the first grade. Students are going to write only with cursive handwriting during their academic education. This change in the curriculum effects teachers because they must write with cursive handwriting in the lessons, too. All teachers in every branch must learn to write with cursive handwriting even if they teach handwriting or not. Class teachers try to teach cursive handwriting but in the lessons of branch teachers problems can be occurred about cursive handwriting. Beside this most of the teacher training programs don’t have course about teaching handwriting except primary school teachers’ and Turkish teachers training programs’. The aim of this study is to develop a scale to measure handwriting anxiety of teachers. The research is carried out in five steps as literature analysis, forming the item pool, taking the opinions of subject experts, figuring out the application, validity and reliability.

The purpose of this research is to compare the composition writing skills and helping behaviors of first grade students fromdifferent age groups. A mixed design was used to collect quantitative and qualitative data simultaneously. Study groups weredetermined by purposeful sampling. There was no statistical difference between the younger and older students in terms ofcomposition writing points. The mean values of the students in the old age group are higher than the students in the young agegroup in terms of sentence, word, simple and compound sentence and textual features. The results indicated no difference instudents‟ helping expressions between the age groups. Different development areas (like cognitive and psycho- motor) effect onwriting skills can be searched.