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The study aims to examine teachers' participation in professional development (PD) in terms of gender, marital status, seniority, and content area. The causal-comparative model was used in the study. The sample of the study consists of 542 content area teachers working in K-12 schools in Turkey. Personal information form and a professional development activities scale developed by Kwakman (1999), updated by Dijkstra (2009), and adapted to Turkish by Eroglu and Özbek (2020) was used to collect the data. Descriptive statistics, t-test, and Anova were used to analyze the data. Results of the study indicated that teachers' participation in PD activities and especially collaboration activities is lower. Teachers' participation in PD activities differ significantly in terms of their gender, marital status, seniority and branches. It is thought that the low participation of teachers in PD activities is due to the limited effective professional development opportunities and the lack of support for PD in Turkey.

The purpose of the study is to investigate prospective teachers' emergency remote education (ERE) experiences. The study was designed in a phenomenological pattern, one of the qualitative research methods. The study participants consisted of 125 prospective teachers in the education faculty of a state university in Turkey. The data was collected digitally with the interview form created by the researcher. Descriptive analysis was used in the analysis of the data. The results of the study showed that prospective teachers find ERE ineffective. Prospective teachers attend the field courses the most and the general culture courses the least. While the most critical factors that increase students' participation in the courses are the effectiveness of the course, its necessity, and difficulty, the most important factors that decrease their participation are ineffectiveness, unnecessary and easy courses. It has been determined that prospective teachers' participation in courses tends to decrease over time and the most important reason for this is the ineffectiveness of the courses. The achievement motivation of prospective teachers, adaptation, and the effectiveness of the course are factors that increase participation. It has been determined that prospective teachers' attitudes towards ERE tend to be negative over time, and the main reason for this is the ineffectiveness of the courses. The effectiveness of the course and the experience of ERE is the source of the positive attitudes of the prospective teachers toward ERE. Prospective teachers consider easy accessibility, effective use of time, flexibility, and increasing the use of technology as the most important advantages of ERE. Prospective teachers consider factors such as the ineffectiveness of courses, being unsuitable for practice courses, and being away from school life as the most important disadvantage of ERE. Prospective teachers think that they will experience professional inadequacy due to the ineffectiveness of the ERE process. However, they also stated that their experience in ERE is an important professional advantage. Prospective teachers suggested increasing the number of online courses, improving the infrastructure, and increasing the instructor's competencies for developing ERE. Considering the results obtained, a framework has been proposed for participation in distance education.

The aim of the study is to develop a scale that measures teachers' perceptions about school characteristics that support professional development (PD). The 40-item pool was created for the scale to be developed by examining similar measurement tools and literature. According to expert opinions, a 32-item trial form was created to conduct. The data were collected from 322 branch teachers. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was carried out using the collected data. A three-factor structure with 19 items, explaining 61.43% of the variance, was obtained in the EFA. The fit index values (X[superscript 2]/Df = 1.47, CFI = 0.96, TLI = 0.95, RMSEA = 0.056, RMR = 0.038, SRMR = 0.063) calculated in CFA to support the findings of the structure showed good fit. Cronbach Alpha coefficients were calculated as .91 for administrative support, 0.89 for collaborative structure, 0.74 for structural support, and 0.92 for the total scale. The results indicate that the scale is a valid and reliable measurement tool that can measure teachers' perceptions of supportive school characteristics that are effective in their participation in professional development.

The purpose of the study is to examine teachers' experiences of Emergency Remote Education (ERE) during the COVID-19 pandemic. The study was designed in the qualitative approach and as the research method, "phenomenology" was used. The sample of the study consists of 12 teachers selected by the criterion sampling method. The interview technique was used to collect data. The data were collected through a semi-structured interview form developed by the researchers. The data were analyzed using descriptive analysis. The study results showed that the ERE activity that teachers experienced the most was the online lessons. Teachers have done the ERE activities through various applications such as EIN (Education Information Network), Zoom, WhatsApp, YouTube. Teachers emphasized that ERE was ineffective due to low student participation, insufficient infrastructure, lack of responsibility and motivation for learning, low ICT competency of students and teachers, low socioeconomic status, and inappropriateness of planning and curriculums. In addition, teachers stated that education in the COVID-19 pandemic process should be done in diluted classrooms, hybrid or face to face. It is concluded that the lack of infrastructure, lack of responsibility and motivation for learning created inequality of opportunity for participation in ERE. The lack of infrastructure was mostly due to students being in the low socioeconomic group. In addition, students' learning responsibility and motivation are very important in the effectiveness of ERE.

The study aims to examine parents' opinions about Emergency Remote Education (ERE) during the pandemic and the feasibility of home-schooling in Turkey. The study uses a causal-comparative model. 654 parents took part in the study. ERE for Homeschooling Questionnaire developed by researchers is used to collect the data. Descriptive statistics, independent samples t-test, and ANOVA tests are used to analyse the data. The results of the study show that ERE during the pandemic is not effective enough. However, having someone at home to support the education of children can make ERE more effective. Parents have partial health anxiety about face-to-face education. Although parents have partially positive opinions about the feasibility of home-schooling, they also emphasize the need for support for home-schooling. As the parents' education level increases, both the challenges of home-schooling and the need for support for home-schooling decrease. Parents with low income have higher health anxiety than those with high income, and parents with low income need more support for home-schooling than those with high income. Parents who support their children's learning find ERE more effective and they find home-schooling more feasible. Parents who do not support their children's learning at home need more support for homeschooling. To practice home-schooling successfully, parents must have high level of education and must support their children's learning at home. Besides, institutions and organizations support parents for home-schooling.

The purpose of the study is to reveal the professional development barriers of teachers. The study was designed in the qualitative approach and as the research method, "phenomenology" was used. The maximum variation sampling method, which is one of the purposive sampling methods, was used in the selection of the study group. Since high school teachers face the phenomenon of professional development more often, the study was carried out with twelve branch teachers who work in high schools in Elazig city center in Turkey. Participants have the maximum variation in terms of participant profiles like gender, branch, seniority and educational level variables. The semi-structured interview was used as the data collection tool. Qualitative data was analyzed by using the descriptive analysis method. The results of the study indicated that teachers' professional development barriers were the inadequacy of in-service training, problems in school functioning, individual problems and other problems. Also, professional development barriers such as negative attitudes towards in-service training courses, inconvenient course time, the monotony of course content, inefficacy of course trainers, out of content knowledge, unsatisfactory performance evaluation, heavy workload, financial problems and, lack of professional development opportunities were emphasized more by the participants. The results of the study are consistent with the results of other studies in the literature on teachers' professional development. It was emphasized by the researchers that professional development programs should be developed according to the characteristics of effective professional development programs and, the professional development of teachers should be supported by stakeholders in order to overcome these obstacles.

The study aims to reveal Turkish Language teacher candidates' metaphorical perceptions of the concept of digital story. The study is phenomenological research, which is one of the qualitative research approaches. The study group consists of 68 Turkish Language teacher candidates studying at Firat University, Education Faculty, Department of Turkish Language Education in 2018-2019. The study uses a purposeful sampling method to determine the study group of the study. To determine the teacher candidates' metaphorical perceptions of the concept of the digital story, the study employs a metaphor questionnaire form developed by the researchers. The metaphors obtained are analyzed according to their reasons, and themes are created. As a result of the research, it is revealed that teacher candidates perceive digital stories as an instructional, mind-building, versatile, facilitating, entertaining, curious, relaxing, remarkable, and transparent tool. These results confirm that digital stories should be used in the training of Turkish Language teacher candidates, and other teacher candidates as well.

In this work, copolymers of dithienothiophenes (DTT) and DTT-4,4-dioxide (DTT-S,S-[O.sub.2]) with mesitylboron were prepared for optoelectronic applications. Optical and electrochemical investigations were performed giving rise to the band gaps of 2.46-3.21 and 2.18-2.88 eV, respectively. Copolymers possessing DTT-S,S-[O.sub.2] units demonstrated the lower band gaps. Density functional theory investigations of the model compounds revealed the presence of an intramolecular charge transfer transition between the donor DTT units and the boron acceptor atoms., INTRODUCTION In recent times, syntheses of donor-acceptor (D-A) type conjugated organic polymers for optoelectronic applications have been demonstrated [1-6]. Among them, oligomers and polymers possessing a three-coordinate boron atom as [...]

Background and Objectives: A coaxial electrospinning technique was used to produce core/shell nanofibers of a polylactic acid (PLA) as a shell and a polyvinyl alcohol (PVA) containing metformin hydrochloride (MH) as a core. Materials and Methods: Fish sarcoplasmic protein (FSP) was extracted from fresh bonito and incorporated into nanofiber at various concentrations to investigate the influence on properties of the coaxial nanofibers. The morphology, chemical structure and thermal properties of the nanofibers were studied. Results: The results show that uniform and bead-free structured nanofibers with diameters ranging from 621 nm to 681 nm were obtained. A differential scanning calorimetry (DSC) analysis shows that FSP had a reducing effect on the crystallinity of the nanofibers. Furthermore, the drug release profile of electrospun fibers was analyzed using the spectrophotometric method. Conclusions: The nanofibers showed prolonged and sustained release and the first order kinetic seems to be more suitable to describe the release. MTT assay suggests that the produced drug and protein loaded coaxial nanofibers are non-toxic and enhance cell attachment. Thus, these results demonstrate that the produced nanofibers had the potential to be used for diabetic wound healing applications.