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The COVID-19 pandemic, which started to be seen around the world at the beginning of 2020 and affected all the countries of the world in a short time, has severely affected all social systems, health being in the first place, and forced change. In this period, transformations that can be called reforms took place in education. The effect of distance education in formal education necessitated changes in teacher training processes, as well. This study aimed to evaluate the action plan designed to minimize the adverse effects of teaching practices, an essential pillar of the teacher training system. The participants of the study intended as action research, are mentor teachers and student teachers taking part in teaching practices in the 2020-2021 Academic Year. At the end of the research, three themes were reached from the views of the participants: the effects of the action on professional life, the obstacles encountered and suggestions for improvement. In light of the data obtained, it is suggested that teaching practices should be supported with tasks suitable for distance education, innovative technological material development should be given importance among these tasks, and student teachers should go through the teaching processes in which they can prepare these materials. [Paper presented at the International Congress on Curriculum and Instruction (8th, Burdur, Turkey, March 25-27, 2021).]

The Teaching Practice Course is the most important course for student teachers to gain professional qualifications. This course will be able to achieve its goals through the healthy communication that mentor teachers will establish with the student teachers. This research focuses on the communication and interaction between student and mentor teachers. The purpose of the research is to determine how the student teachers interpret the relationship between the two stakeholders. For this purpose, basic qualitative research was carried out. In two different universities and in different majors of Turkey joining the 35 student teachers teaching practice course with focus group interviews were conducted at different times. The interview texts were examined by two different experts were subjected to content analysis. In the study; some student teachers stated that they did not consider the mentor teachers professionally adequate and experience professional burnout; were seen as colleagues by the mentor teachers, while others were concluded that they thought they were perceived or ignored as assistants. Student teachers pointed out that in order for this process to be more effective, they should be perceived as colleagues by the mentor teacher and that the teaching staff should participate more actively in the process.

The aim of this study is to develop an attitude scale that will reveal the attitudes of the students of education faculty towards violence against women and to conduct the studies of validity and reliability of this scale. According to this, the data collect from education faculty students. Then analyzed AFA and DFA and reliability. According to AFA results the scale has three dimensions which are Individual Perception, Individual Responsibility and Socio-Cultural and Economic Level. These dimensions are confirmed by DFA. The latter reliability is calculated. This coefficient is for all scale .87, and for subscales .88, .70 and .72. all of the results means that the scale, Violence Against Women, is valid and reliable. [ABSTRACT FROM AUTHOR]