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In this study, which utilized survey as the research design, it was aimed to find out the teachers' perceptions of the middle school English language curriculum which was developed in 2012 and revised in 2016. Target population of this study included all teachers working in Turkish public middle schools in Ankara, while the sample was composed of 349 teachers selected through clustered sampling method. A questionnaire developed by the researchers was used as data collection instrument. Findings revealed that many problems with respect to the components of the curriculum developed in 2012 have been solved, while only a few but most crucial problems still exist. It was concluded that this curriculum cannot develop students' autonomy, communicative competence, and their writing, listening, and speaking skills. More research was suggested to be conducted to find out whether this failure resulted from the design itself or implementation process.

In this study, which utilized survey as the research design, it was aimed to find out the teachers' perceptions of the middle school English language curriculum which was developed in 2012 and revised in 2016. Target population of this study included all teachers working in Turkish public middle schools in Ankara, while the sample was composed of 349 teachers selected through clustered sampling method. A questionnaire developed by the researchers was used as data collection instrument. Findings revealed that many problems with respect to the components of the curriculum developed in 2012 have been solved, while only a few but most crucial problems still exist. It was concluded that this curriculum cannot develop students' autonomy, communicative competence, and their writing, listening, and speaking skills. More research was suggested to be conducted to find out whether this failure resulted from the design itself or implementation process.

Translation from source language (L1) to target language (L2) and/or vice versa plays an important role for language learners since they tend to use translation in order to understand and interpret the language utterances. Perspectives towards the use of translation in foreign language teaching and learning process have changed over the time. As the learners are not native speakers of L2, they are likely to utter some structurally or semantically deviant forms of language. For this reason, conducting an error analysis procedure might be of crucial importance in understanding which domains of language are erroneous for language learners in order to fix the problems and improve language proficiency. In Turkey, English Language Teaching bachelor degree programs include the translation course where student-teachers are supposed to handle translations from L1 to L2 and L2 to L1. In this study, the translation assignments of 30 pre-service EFL teachers were investigated through document analysis and findings point out that the errors fall into structural, lexical and translational/interpretational categories. Finally, the pedagogical implications were drawn in relation to the field.

This study aims to determine prospective teachers' perceptions on the basic concepts of the education system in terms of its inputs, processes and outputs through metaphors. Phenomenological analysis was used. The participants were senior students from Gaziantep University, English Language Teaching (ELT) department and pedagogic formation program students from the English Language and Literature (ELL) department. The data were collected by asking about metaphorical perceptions related to the concepts of student, parent, school, school principal, curriculum, teaching materials, principles and methods of teaching, assessment and evaluation, ethics, class management, success and graduate students. Content analysis was employed for analysis. Teacher candidates produced 528 valid metaphors related to 13 concepts of education system. Out of these, 269 metaphors were positive, 109 were negative and 150 were related to basic features of education system. While 34 prospective teachers from ELL department produced 338 metaphors, 18 prospective teachers from ELT department produced 190 metaphors. The perceptions of teacher candidates in both groups were similar in terms of teacher, student, parent, school principal, teaching materials, ethics, and success. While ELL department students identified the concepts of school and graduate more positively, ELT department students described curriculum and classroom management more positively.

Today, the rapid advances in technology have been drastically changing and shaping the way humans live.In line with these developments, the use of technology in education has been on the increase and language education is no exception. Therefore, the expectations from language teachers have been changing. As expected from all teachers of other fields, language teachers are expected to integrate technology into their practices successfully. Technology integration into language courses naturally requires new qualifications for English language teachers. Because, the use of technology has been affecting and changing the way English is taught and students learn. Therefore, technological competence levels of English teachers should be improved. In this context, it is essential to equip English teachers with the necessary technological knowledge and skills before they become real teachers. It is suggested in the literature that the most important time to equip teachers with such qualifications is teacher training programs, that is, pre-service teacher education. This study aims to offer suggestions based on inferences drawn from the literature with the use of document analysis for teacher training programs in Turkey about how to educate English teacher candidates to integrate technology successfully into their practices. [This article is provided in both English and Turkish.]

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences 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 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 Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies 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.)

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 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.)

Emergencies are conditions that negatively affect many rights of the individual, such as the right to education. In emergencies, people need communication skills to overcome negative conditions. Turkish lesson is the main course in which communication skills are developed. Since emergencies are different from normal times, the Turkish lesson taught in emergency situations should also be different from the lesson in normal times. For this reason, it is important how the secondary school Turkish lesson should be given in emergency situations. The aim of this research is to examine how the secondary school Turkish lesson should be given in emergency situations in line with the opinions of Turkish language teachers. For this purpose, research data were asked from 120 Turkish teachers working in Adıyaman in the 2021-2022 academic year, on a voluntary basis, using a semistructured interview form, one of the qualitative data collection tools, via Google Docs. The data obtained were analyzed using the content analysis technique, which is among the qualitative methods. According to the findings, it was concluded that the participants had difficulties in teaching grammar topics in the Turkish lesson and they could not reach a sufficient number of participants in the learning environment. Identified problems can be solved by restructuring the program in accordance with the nature of the emergency. [ABSTRACT FROM AUTHOR]

This study aims to determine the cultural awareness of pre-service Turkish language teachers studying at departments of Turcology in Algeria. The participants of the study include Turcology students who continue their education at the University of Algiers 2 and Emir Abd Elkader University for Islamic Sciences. A questionnaire based on knowledge of material culture was designed for the purpose of determining students' awareness of Turkish culture. Descriptive analysis and content analysis were applied to the data obtained from 73 students using a semi-structured form with open-ended questions. Accordingly, it has been revealed that the students were familiar with Turkish culture but that the teachers' presentation of the Turkish language and culture was insufficient. In addition to it was determined that the students learned more about Turkish culture from series and films. Through the responses of students, it has been concluded that the teachers should be provided with teacher training programmes. [ABSTRACT FROM AUTHOR]

Alexander Kasimovich Kazembek (1802-1870) is one of the most important figures in the history of Russian Oriental Studies of the 19th century. He entered the annals of St. Petersburg University primarily as the first dean of the Faculty of Oriental Languages inaugurated in 1855, where he was listed as a professor in the Department of Arabic Studies. Without a shadow of a doubt, this first dean of the Faculty of Oriental Languages left behind his own school of thought called the Kazembek tradition, with his subsequent students achieving breakthroughs in their fields. Vasily Vladimirovich Bartold summarized Kazembek’s importance, saying, “Senkovsky and Kazembek created Russian Orientalism with their lectures; almost all Russian Orientalists of the next generations were students of one of these two scholars or students of their students.” In this context, the article focuses on the founding of the Faculty of Oriental Languages at St. Petersburg University and its first dean, Alexander Kasimovich Kazembek. The article also examines Kazembek’s perspective as an Orientalist, prominent researcher, and teacher of languages and history of the Islamic world regarding the educational curriculum of the Faculty of Oriental Languages in light of the archival documents of two Russian academicians: Vasily Vladimirovich Bartold (1869-1930) and Ignaty Yulianovich Krachkovsky (1883-1951). [ABSTRACT FROM AUTHOR]

Copyright of Mersin University Journal of Linguistics & Literature / Mersin Üniversitesi Dil ve Edebiyat Dergisi is the property of Mersin 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.)

This study aims to reveal the perceptions of pre-service Turkish language teachers towards their linguistics lesson through metaphor analysis method. The study group of the research consists of 45 pre-service Turkish language teachers who have taken the linguistics lesson at Zonguldak Bülent Ecevit University, Ereğli Faculty of Education, Department of Turkish Language Education in 2021-2022 academic year. The phenomenological design, one of the qualitative research methods, was used in the study. The data were collected with the form prepared by the researcher, in which the phrase "Linguistics is like.....Because...." is included. The obtained data from the forms were analyzed with content analysis. The pre-service Turkish language teachers produced a total of 45 metaphors, 34 of which were different, for the linguistics lesson. The methaphors produced by the pre-service Turkish language teachers were grouped 6 conceptual categories, taking into account their explanations. According to the results of the research, it was determined that the preservice Turkish language teachers perceive the linguistics lesson positively. Although the pre-service Turkish language teachers found the lesson content diffcult and comprehensive, they stated that it contributed to them and linguistics lesson will enable them to more equipped in their professional life. [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational 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 Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences 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.)

Inputs are linguistic data presented to the language learner in written, oral or visual form. According to most studies, input is the cornerstone of foreign/second language teaching. This also applies to grammar teaching, which aims to acquire the use of rules. In order for learners to produce output-based products, it is very important that the input is transformed into intake, that is, processed. To this end, the language learner should be exposed to rich, interesting, meaning-bearing, discourse-level structured input tasks that reflect real-life situations. When we look at the studies on teaching Turkish grammar to foreigners, it is seen that the method books do not contain input tasks at the discursive level for the different meanings and uses of target grammatical structures. Language teachers, who are faced with a very dense grammatical content, should be supported in this context. For this reason, in this study, input-based grammar tasks structured at the discursive level were designed. The target morpheme is -(y)AcAktI (the future in the past). Thanks to such inputs, the language learner performs form-meaning mapping by operating cognitive processes over the presented contexts and gains awareness by making comments on the form, meaning and use of the target grammatical structure. [ABSTRACT FROM AUTHOR]

Teaching becomes evident in the efforts to maximize learners' learning opportunities and guide personal transformation. The realization of the teaching requires planning the lesson in advance. Preparing the lesson design in language teaching is one of the most important tasks of the teacher, and his/her pedagogical reasoning skills are seen as the strongest foundation according to the class situation in the course process. With the introduction of technology into our educational world, online design, material design, and course content design should be patterned in relation to each other in instructional design. Therefore, nowadays, it is demanded from the teacher not just to play the role of teacher but at the same time to play the roles of designer, director, trainer and be a guide for the students. In this study, in order to give an idea to the language teacher in designing a lesson, a design and draft sample for the implementation of the station rotation model of blended learning in teaching Turkish as a foreign language is presented. The design and draft were prepared for A2 level Turkish language Kazakh students who attend at Hoca Ahmet Yesevi University, Preparatory Faculty. In preparation of design and draft samples, the unit subjects in the Yesevi Turkish Textbook have been used. [ABSTRACT FROM AUTHOR]

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.)

Purpose: This study was carried out to reveal the criteria that Turkish, Turkish language and literature and class teachers, who are working at primary and secondary education levels, consider when recommending books to students, and to evaluate them in the context of the main principles that should be found in children's literature works. Method: In this study, which was designed in the basic qualitative research model, a semi-structured interview form consisting of ten questions was used as a data collection tool. The form consisting of ten open-ended questions prepared by the researchers and reviewed by five field experts. Data were obtained by interviewing five class teachers, five Turkish teachers, and five Turkish language and literature teachers through online meetings. The obtained data were subjected to descriptive analysis and the findings were reached. Findings: Looking at the criteria that the teachers considered while suggesting a book, it was found that all the 15 teachers interviewed took into account the educational elements, 12 teachers considered the language and expression elements, 11 teachers considered the content elements, and 7 teachers considered the form elements. In addition, while all 15 teachers took into account whether the books were suitable for the principle of being suitable for the child, only 6 teachers considered the compliance of the books with the principle of child reality. Implications: As a result of the study, it was concluded that the principle of being suitable for children in children's literature products is given the most importance by teachers, the educational aspect of children's literature products is considered the most important feature by all branches, the language and expression elements have replaced the teachers' expectations about the content of the books, depending on the age and development levels of the students, and it was understood that the genre of story is the most recommended genre by the teachers to their students. Originality: This study, which reveals the criteria that class, Turkish and Turkish language and literature teachers consider in choosing books for their students, is an original study in the context of evaluating these criteria within the framework of the main principles of children's literature. [ABSTRACT FROM AUTHOR]

This research aims to determine the views of Turkish and Turkish Language and Literature teacher candidates on the effects of popular culture on Turkish in the context of social media use. Qualitative research method was used in the research. The design of the research is the phenomenology design, one of the qualitative research method designs. As a data collection tool, a questionnaire consisting of open-ended written questions was used through Google Forms in order to get the opinions of the pre-service teachers. Criterion sampling (study group), one of the purposive sampling methods, was used in the selection of the sample. The participants of the research consist of 58 preservice teachers, 15 of whom are male, 43 female, studying in the Turkish and Turkish Language and Literature Teaching Program at a state university in the spring semester of the 2020-2021 academic year. The obtained data were analyzed with descriptive and content analysis techniques. As a result of the research, according to the preservice teachers, Instagram, WhatsApp, Twitter, Facebook, YouTube, Google Plus, Tiktok, Snapchat, Telegram, Bip, Tango, Line, Viber, Myspace, Pinterest, Linkedln, Flickr, Tumblr, Blogger, Wikipedia, Hardware news, Shift Delete etc. social media applications/tools have important effects on the spread of popular culture. Pre-service teachers stated that popular culture negatively affects the language in general, especially in social media, causes permanent problems and damages in the language, and triggers degeneration and contamination in the language. In addition, it was determined that the pre-service teachers expressed that the problems with using Turkish language in the social media in the spiral of popular culture, which emerged in the form of pronunciation / pronunciation mistakes, problems with spelling rules and punctuation, expression disorders, wrong word selection, use of slang and vulgar words, use of foreign words and characters, use of inverted sentences, could be overcome with a national consciousness, and that it is important to approach language teaching with an understanding of learning by doing, to educate individuals, to increase their sensitivity and to impose some sanctions. In line with the results obtained in the research, it has been determined that it is important to have a certain level of culture in the use of social media, to pay attention to spelling rules, utterance/pronunciation mistakes, expression disorders, and to act with a national consciousness in the use of social media. [ABSTRACT FROM AUTHOR]

It is seen that the teacher characters in the movies that are described as school films are generally social studies or language/literature teachers. Based on the various qualities attributed to these teachers in the movies, an image of this profession and lesson is created in the perception of society. This study aims to determine how the image of a Turkish language and literature teacher and literary education is reflected in reference to the characters of literature teachers in Turkish movies. The data obtained within the scope of the research were collected through twelve Turkish movies featuring the character of a literature teacher. The data of the research was collected through document analysis, which is one of the qualitative research methods. Based on the teacher image researches conducted in the literature and the "Teaching Character is taken as the basis of the analysis uniti and by making descriptive analysis on movies, the character of the literature teacher has been evaluated in line with visual and professional image features. In the films, it is seen that the visual image of the literature teacher is exhibited especially through young and middle-aged male teachers. Literature teachers are portrayed as well-groomed, stylish, single, middle-aged and young male characters. Professional image characteristics seen in almost all of the teachers; to have professional knowledge, skills and interest, to have proper diction, and to have advanced expression skills. In the films, the differences in the approaches of the old and new generation Turkish language and literature teachers to the students, their language use, subject choices and literature understanding were exhibited through experienced and inexperienced teachers; "old" and "new" language/literature/period/literary understanding was compared. When examined in terms of Turkish language and literature education; It is seen that in the films, classical literature and aruz prosody are mainly discussed, and scenes that show that classical literature is difficult and incomprehensible are frequently included. The fact that only plain lectures are preferred in the lessons, no teaching materials are used, and the subjects are not associated with life and student interest, exemplify a boring and innovative understanding of literature education, creating a negative perception about the Turkish language and literature course. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the relationship between prospective Turkish teachers' academic literacy and technology proficiency selfassessment. In this context, the opinions of 171 pre-service teachers from different grade levels of Pre-Service Turkish Language Teachers of a state university in the west of Turkey were consulted. The relational screening method, which is one of the quantitative research methods, was used. According to the analyzes, it was concluded that the academic literacy levels of the participants and their self-evaluation of technology proficiency were at a high level. Significant differences were investigated with the variables of gender, class level and academic standing. It was concluded that there is a moderate, positive and significant relationship between the academic literacy levels of prospective Turkish teachers' and their self-evaluation of technology proficiency [ABSTRACT FROM AUTHOR]

The aim of this study is to determine whether there are positive and / or negative reflections of the Turkish language and literature curriculum, textbooks; the physical conditions of the school and the classroom, students' attitudes towards the course and it is to be able to get the solution suggestions of the teachers regarding them if there are negative reflections. The sample of the study, designed in the pattern of phenomenology, consists of 25 Turkish language and literature teachers working in the central district of Adıyaman. The data collected from these teachers through semi-structured interview forms were analyzed by content analysis method. According to the study, although many variables have positive and negative reflections on the teaching of Turkish language and literature lessons, teachers mostly focused on negative reflections. While the most frequently mentioned negative reflection by the teachers is "the absence of separate classrooms for Turkish language and literature lessons"; among the proposed solutions, the most frequently mentioned one is "private classrooms should be prepared for Turkish language and literature lessons". [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the relationship between prospective Turkish teachers' online course interaction level and screen reading self-efficacy perception. In this context, the opinions of 210 Pre-Service Turkish Language Teachers of a state university in the west of Turkey were consulted. Relational screening method, which is one of the quantitative research methods, was used. Since it was determined that the data showed normal distribution due to the assumption analysis of the findings, Mann Whitney U and Kruskal Wallis H-test analyses were used in the research. In addition to these parametric tests, mean scores and standard deviation scores of the descriptive analysis results were used. According to the analyzes, it was concluded that the online course interaction levels of the participants and their screen reading self-efficacy perception were at a high level. According to the gender, class, academic achievement and time spent on the internet, there was a significant difference in online course interaction levels and screen reading self-efficacy. It was concluded that there is a weak, positive and significant relationship between the online course interaction level and screen reading self-efficacy perception. [ABSTRACT FROM AUTHOR]

The study aims to determine the views of Turkish language teacher candidates about digital writing. In the research, the relational screening model, one of the quantitative research models, was used. The sample group of the study consists of 229 Turkish language teacher candidates selected by a simple random sampling method. In the research, the Attitude Scale for Writing in Digital Media was used. Since the data of the study showed normal distribution, descriptive analysis, t-test, ANOVA and coelation analysis were performed. Turkish language teacher candidates declared that they use the internet more than 5 hours a day. Teacher candidates expressed that they use digital writing and write digitally for more than 3 hours daily. Participants in the study stated that digital writing provides convenience and that they can easily perform all kinds of writing operations in a digital environment. It was observed that there was a relationship between Turkish language teacher candidates' opinions on digital writing and their gender, grade point averages, writing styles, ages, grade levels, time spent on the internet, and digital writing time. [ABSTRACT FROM AUTHOR]

Speech; expressing emotions and thoughts in words of a language, using the word and speaking. Speech, which is an indispensable element of a healthy communication, is an innate ability, but its development depends on the person. It has been accepted as a goal to gain speaking skill to the learner from the beginning of language teaching to the present day. At this point, many methods and techniques have been researched and discussed. It is aimed to speak the target language as well as the mother tongue. The learning of a language is determined by speaking the language. Language teachers have turned to activities aiming to speak in an environment where the target language is learned today. One of the methods and techniques used in these events is the use of visual materials. Silent films are one of the visual materials used. With the use of silent films with universal values as a material tool, it is aimed to help students both learn the target language and establish a link between the target culture and their own culture. The aim of this research is to determine the opinions of the advanced students of Atatürk University Turkish Teaching Center about activities aimed at improving speaking skills with silent film method. Descriptive method was used in the research. For this study, advanced interview forms were given to advanced students and interviews were made with the students. The data were collected by considering the principles of the semi-structured interview method. Eighteen advanced students participated in the research. Research data has been analyzed with content analysis method. The opinions of 4 experts were taken regarding the activities used in the research and the observation form. As a result of the research and the opinions of the participants, it was determined that silent films had positive effects on speaking skill. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the proficiency levels of primary school teachers for teaching mathematics in terms of various variables. The research is a descriptive study and the survey research design was used. The research was conducted in the academic year 2018-2019. The population of the research consists of primary school teachers working in primary schools located in the city center of Çanakkale and the sample consists of 150 teachers working in 10 primary schools. The data obtained was determined in order to determine the proficiency levels of teachers for mathematics teaching. Data was collected through the Turkish adaptation of the "Personal Information Questionnaire Form" and "Mathematics Teaching Proficiency Belief Scale (MTEBI)". As a result of the analysis of the data; in almost all of the variables evaluated, the proficiency of primary school teachers for teaching mathematics classes was high; A significant difference was found between the teachers' ages and their knowledge of foreign languages and their proficiency levels for teaching mathematics lessons. It was concluded that the mathematics teaching competencies of classroom teachers between the ages of 21-34 are stronger than the teachers between the ages of 45-54 and teachers between the ages of 21-34 are stronger than the teachers between the ages of 55-64. It has been concluded that the proficiency of teaching mathematics of foreign language teachers is higher than that of non-foreign language teachers. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University 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 Electronic Turkish Studies is the property of Electronic Turkish Studies 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 study is to determine the self-efficacy levels of Turkish teacher candidates using smart phones. For this purpose, the mixed research model was used in the research. The study consisted of a sample group of Turkish teacher candidates studying at a state university located in the west of Turkey. In the data analysis of the research, the "Smart Phone Self-Efficacy Scale", which was validated and valid by Aktay (2018), was used. The data obtained in the study were analyzed through descriptive statistical analysis, t-test and ANOVA. As a result of the research, there is no statistically significant difference between the follow-up variables and the scale's dimensions. For this reason, qualitative data were obtained from 16 Turkish teacher candidates. As a result of these data, it has been observed that Turkish teacher candidates benefit from their smart phones during distance education due to participation in lessons, being aware of something, communicating, spending time and smart phones being more useful. [ABSTRACT FROM AUTHOR]

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 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 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 Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis 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 Journal of German Language & Literature / Istanbul Üniversitesi Alman Dili ve Edebiyai Dergisi / Studien zur Deutschen Sprache und Literatur is the property of Istanbul University, Faculty of Letters 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.)

The purpose of this study is to compare the perceptions of prospective Turkish, Turkish Language and Literature and Contemporary Turkish Dialects teachers regarding proficiency in selecting teaching techniques. The screening model was used in the research. The study group of the research consists of 567 prospective teachers studying in the 3th and 4th grades of the related departments in Spring Term of 2018-2019 academic year. The Scale on the Perception of Prospective Teacher regarding proficiency in selecting teaching techniques developed by Fırat Durdukoca, Yardımcıel, BeĢeren ve Özbek (2017) was used in the research as the data collection tool. The perceptions of prospective teachers were compared in terms of gender, class level and department variables. As a result of the research, it was determined that the perceptions of prospective teachers proficiency did not cause significant differences for gender and grade level variables. Significant differences were determined in terms of positive perceptions beased on department variable. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences 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.)

Places of literary memory include the literary past of a society and all kinds of meaning patterns. The function of literary memory places is to determine the state of all sorts of literary products and their creators, protect and immortalize them in order to prevent them from being forgotten. For example, the works of an author, the production process she/he underwent, and all events, people, etc. involved in her/his life during this process may fall within this scope. Ankara, as the subject of literary works, as the place where literary works were written, and as the home of authors living in it, can be defined as a place of literary memory. There are six literary museums in Ankara, where interactive activities can be conducted in line with the purpose and scope of literature education. Many educational or artistic interactive activities in literary museums facilitate the spread of literature education because they are implemented outside of school settings. In addition to supporting literature education, literary museums provide a collective perception of Ankara as a literary place through conveying the literary culture of the city. The purpose of this study is to encourage prospective Turkish language and literature teachers to perceive Ankara as a place of literary memory, as well as to raise their awareness in literary museums through the use of creative drama-based activities held in literary museums. The study was designed as a case study -a qualitative research design. Purposeful sampling method was used in the study. Data was collected through a semi-structured interview form, student diaries, and process evaluation notes/products. Descriptive analysis was used to analyze and interpret the data. The study concludes that the activities conducted in the literary museums in Ankara directly contributed to Ankara's perception as a literary memory place, and that the literary memory of a city could be further developed with literary museums in that city as well as through interactive activities such as creative drama. [ABSTRACT FROM AUTHOR]

Teachers' knowledge and skills about where, when, how much and how to use technology in education will directly affect the learning process of "Generation Z" learners. Therefore, in parallel with the digital and technological developments, teacher-training programs should be updated in a way that correspond to the requirements of the digital era. It is among the basic requirements of modern education that pre-service teachers should graduate with sufficient technological knowledge and skills and reflect their knowledge about technology to their teaching activities. In this context, the number of the studies that investigate the Technological Pedagogical Content Knowledge of in-service and pre-service teachers is increasing both in Turkey and abroad. In this study, technological pedagogical content knowledge of Turkish language teachers were examined in terms of age, gender, level of education, teaching level, department and professional experience. The study was carried out with the participation of 277 Turkish language teachers from different institutions and the results showed that teachers' technological pedagogical content knowledge self-efficacy levels were high. In terms of age, department and professional experience variables, no significant differences were found between the groups; however, it was found that teachers' technological pedagogical content knowledge differ in subdimensions in terms of gender, level of education and teaching level. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed 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.)

This study aims to determine important factors, as suggested by Turkish language pre-service teachers, in prepared speaking skills. To this end, peer assessment method was used. The current study was conducted in the spring semester of 2017-2018 academic year. Participants of the study were 42 pre-service teachers studying at Department of Turkish Language Teaching in Faculty of Education at Bartın University and 32 of them were female and 10 of them were male. During the 9-week implementation stage of the research, each participant's prepared speech was evaluated by the audience in the classroom. The study was conducted in survey model. The data was obtained through peer assessment notebooks of the pre-service teachers and analyzed with the content analysis technique. As a result of the analyzes, the important factors prioritized by the pre-service teachers in prepared speeches were collected under seven themes: "content, elocution, body language, environment, style, etiquette and anxiety". Various codes were also included under these themes. According to the findings, the themes of content, body language, elocution and anxiety were deemed more important by the pre-service teachers in prepared speeches. In terms of the codes, "the use of gestures and mimics, sound intensity, choice of subject, making eye contact and involving the audience to the speech" were the most emphasized factors by the participants. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Institute / Sosyal Bilimler Enstitüsü Dergisi is the property of Bingol University / Rectorate 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 Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the 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.)