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This article is dedicated to examining a bilateral project established between South Korea and Türkiye with the overarching objective of elevating awareness and endowing preschool teachers with the capacity to embed education for sustainability within their classroom practices seamlessly. For this purpose, a professional development (PD) program was developed regarding the three pillars of sustainability and the 7R themes. Fourteen preschool teachers attended the PD program. Three teachers participated in this case study to reveal teachers' transformations regarding sustainability and early childhood education for sustainability. The data were collected through pre- and post-follow-up interviews and classroom observations. Thematic content analyses were conducted. According to the results, the PD program enhanced and deepened teachers' sustainability knowledge. In addition, teachers could transfer the knowledge from the PD program on education for sustainability into their practice not entirely but acceptably, and they have a chance to reconsider their lifestyle habits regarding sustainability in many areas.

In this meta-analysis study, it was aimed to examine the perceptions of distance education and the effect size of technology usage competencies by using meta-analysis method. In the meta-evaluation carried for this purpose, twenty-eight studies that met the criteria for inclusion in the research were reached. By combining these studies, 11.797 sample groups were studied. In order to reach a general decision in the research, a funnel plot graph was drawn before statistical calculations were made. Statistical calculations were performed in order to make a general impression decision about the publication bias in the funnel plot diagram. When the statistical analysis results and the diagram graph results were combined, it was determined that there was no publication bias in the studies included in the study. Then, a heterogeneity test was performed to determine the model type of the research. According to the results of the heterogeneity test, it was decided that this research should be interpreted according to the type of random effects model. For heterogeneity, publication type, school type, and branches were aimed as moderators. It was observed that the meta-analysis study had a small distribution of perceptions of distance education and technology usage competencies, that the variables of publication type, school type and distribution departments did not have a moderator unit in the calculations done on the moderator, but it was concluded that the effect sizes of the studies published as articles, the studies carried out in secondary education institutions and the studies on mathematics teachers had a relatively larger effect size than the others.

The mobility of international students is a crucial tool for the European Union's goal of creating a unified European Higher Education Area. Despite the initial assumption that all European universities and students can benefit equally from cross-university study experiences, certain European regions have become disproportionately favored over time. This has resulted in specific geographical patterns, challenging the principles of equality and openness in the EU's higher education policy. To better understand these spatial effects and enhance the EU's mobility policy effectiveness, this research analyzes the network properties of Erasmus+, comparing it with traditional degree-seeking activities. Utilizing a modularity measure with data from the EU and UNESCO, the study reveals significant sub-regional variations in the Erasmus+ geographical network, posing challenges for policy implementation and limiting mobility alternatives.

This study examines the role of epistemological beliefs in moderating the relationship between critical and creative thinking among science teachers. It aims to explore how advancements in understanding knowledge influence these cognitive skills. The primary focus is on the extent to which epistemological beliefs impact critical and creative thinking, highlighting the need for a deeper grasp of knowledge to foster these skills. A mixed-methods approach is used, combining qualitative and quantitative data within a pragmatic framework to provide a comprehensive view. The sample includes science teachers from Selçuklu, Meram, and Karatay districts in Konya, Türkiye. Quantitative data were gathered using the Epistemological Beliefs Scale, the Critical Thinking Scale, and the Creative Thinking Scale. Results show that epistemological beliefs significantly influence critical and creative thinking, suggesting that these skills are closely tied to epistemological development. Qualitative findings support this, indicating that a solid epistemological foundation is essential for both types of thinking. Additionally, the study finds that authoritarian teaching methods suppress critical thinking, while student-centered strategies enhance it. To promote critical and creative thinking, science teachers should develop their epistemological beliefs and create an environment that encourages open discussion and diverse perspectives.

This research, which aims to determine the regulatory role of mindfulness in the relationship between creative thinking and reflective thinking, is a mixed method research in which quantitative and qualitative research methods are used together. The research was designed in a mixed-method convergent parallel design. The quantitative part was conducted with a descriptive survey model and the qualitative part was conducted with a case study design. The quantitative sample of the research was selected by cluster and simple random sampling method from classroom teachers working in the central districts of Konya province. The qualitative sample was selected from teachers who had at least one study on creative, reflective thinking, and mindfulness; had completed postgraduate education, and had ten years or more of professional seniority with the criterion sampling method from the teachers in the quantitative sample. In the quantitative part of the study, "creative thinking, reflective thinking, and mindfulness" measurement tools were used after obtaining the necessary permissions. Confirmatory factor analysis and reliability analysis were performed separately for these measurement tools. In the qualitative part of the study, interviews were conducted with a semi-structured interview form. When the quantitative and qualitative findings of the study were evaluated together, it was concluded that mindfulness has a regulatory role in the relationship between creative thinking and reflective thinking.

The present study examined the online professional development practices of in-service English teachers. A sample of 184 in-service English teachers from various levels of education in Turkey participated in the study through an online questionnaire. The collected data were analyzed using SPSS to assess the teachers' utilization of the Internet for professional development, classroom activities, and collaboration with others. The results revealed that the participants extensively utilized the Internet for professional development, classroom activities, and collaboration with others. Furthermore, significant differences were found between participants' teaching levels and their use of the internet for collaboration, frequency of internet use, and internet use for classroom practices, as well as ICT training experiences and the use of the internet for overall professional development, classroom activities, and collaboration. The findings suggest that in-service English teachers prioritized and benefited from online professional development practices, and their ICT training influenced their use of the Internet for such practices.

This study aims to determine the regulatory role of organizational support perceptions on the indirect impact of science teachers' entrepreneurship perceptions on innovation through work-life balance. The research was conducted within the functional paradigm and in a descriptive and relational survey model. The population of the study consists of full-time science teachers working in the districts of Üsküdar, Fatih, Pendik, Besiktas, Kadiköy, Maltepe, and Kartal in Istanbul, Turkey. In the research, four hundred and one science teachers were reached by taking the a=.05 table into account. These teachers were identified by simple random sampling and cluster sampling. In the research, "entrepreneurship, innovation, work-life balance, and organizational support" measurement tools were used. Confirmatory factor analysis and reliability analyses were performed for each of these measurement tools. SPSS 25, AMOS 23, and PROCESS MACRO 3.5 package programs were used for the data analysis of the research. Throughout the research, it was found that there is a statistically significant relationship between entrepreneurship, innovation, work-life balance, and organizational support averages. It was concluded that there is a mediating role of work-life balance in the relationship between entrepreneurship and innovation, and there is a moderating role of organizational support in the relationship between entrepreneurship and work-life balance. Entrepreneurship of science teachers enhances their innovation through work-life balance. Additionally, this indirect relationship is contingent on whether science teachers receive organizational support. In other words, when organizational support provided to science teachers is high, the entrepreneurship levels of science teachers further enhance their innovation through work-life balance.

This meta-synthesis reviewed and synthesized the findings of 53 studies on supervisory post-conferences and feedback with a total of 807 participants published between 2004-2023. The aim of this meta-synthesis was to illustrate the trends in the reviewed studies and synthesize the results of the studies on supervisory discourse and models of supervision in the field of English language teaching. The criteria for eligibility for selection were being empirical, peer-reviewed, and published in English. Articles were scanned through the Web of Science, ERIC, SCOPUS, and Google Scholar till July, 2023. The studies lacking a report of detailed and clear-cut data collection and analysis phases were removed in the appraisal phase to avoid a risk of bias. The results indicated that supervisors implemented directive supervisory styles as well as collaborative approaches exploiting power dynamics such as expert power. The findings also showed that the use of conversational techniques such as mediation, mitigators, and elicitation in supervisory talk play a central role in supervising English language teachers. The results suggested that supervised teachers demonstrated confronting, autonomous, and fluid identities when faced with a directive style of supervision. The limitations of evidence for this study related the search strategy, participants and variations in educational settings.

In Turkey, the special education population has steadily increased since 2006. By generating a 16-year period of data obtained from the National Education Statistics (NES) published annually by the Presidency of Strategy Development of the Ministry of National Education, we synthesize the gender odds ratios and trends by special education categories and/or educational settings. We used odds ratios and the Mann-Kendall test for data analysis. Gender disproportionality exists in favour of males with special needs in the majority of educational settings. In addition, we found uptrends, downtrends, and no trends for gender odds ratios. Gender disproportionality is discussed, along with implications for research and practice.

Since the learning disability (LD) population comprises the largest group receiving special education services, there is a need for research to examine the self-concept of this population at a global level. This systematic literature review synthesized 20 years of quantitative research (k = 16) about the self-concept of students with LD. The overarching theme was that the diagnosis of LD relies on divergent criteria among the studies reviewed. While the academic self-concept was the center of the research, regardless of its domains, results indicated that students with LD had a lower level of self-concept. To have a deeper understanding of the phenomenon, an instrument specifically designed for assessing self-concept of students with LD is needed. Limitations of the study and implications for research and practice are discussed.

The current study comparatively examines the emotional intelligence and perfectionism of gifted and non-identified students. A total of 857 students participated in the study. Data were collected through the Positive and Negative Perfectionism Scale, which measures students' perfectionism levels and the Bar-On Emotional Quotient Inventory Youth Version EQ-i:YV, which measures students' emotional intelligence. Our findings indicate that gifted students' scores in the intrapersonal and adaptability subdimensions of emotional intelligence and their overall scores in emotional intelligence are higher than those of non-identified students; while non-identified students' average score of positive perfectionism is higher than that of the gifted students. Additionally, we found a negative correlation between positive impression and negative perfectionism in the non-identified group, while the correlation between these variables was positive amongst the gifted participants. Our findings may help design successful educational and guidance programmes for the gifted and their non-identified peers and in-service programmes for their teachers and counsellors.

This study investigates first-year undergraduate students of Primary Education Mathematics Teacher Education's knowledge and understanding of rotational symmetry in geometric shapes. Three students participated in this study, which was designed within the framework of a one-to-one teaching experiment (a qualitative research method) in the fall semester of the 2020-2021 academic year. A total of four one-toone clinical interviews were conducted with the students once a week for an average of one hour and fifteen minutes each. Researchers recorded the sessions with a video camera and kept a log of observations. The data were analyzed and interpreted using continuous analysis and retrospective analysis. Each abstraction type and level of rotational symmetry was assigned indicators based on the results. According to the results, a student at Piaget's experimental abstraction level related to rotational symmetry before the teaching experiment reached the third level of reflective abstraction. Another student at experimental abstraction reached the level of reflective abstraction at level 2; the student who was not at any level reached the level of reflective abstraction at level 1. Students can undertake reflective abstraction by improving their knowledge and understanding of rotational symmetry by using daily life examples and making rotational symmetric drawings in the classroom. Consequently, daily life examples should be used more often in geometry lessons and students should be encouraged to draw more. Additionally, it was suggested that new research be conducted to support student abstraction based on Piaget's reflective abstraction theory.

The COVID-19 pandemic has significantly impacted various teaching and learning practices. Teachers worldwide had to adapt their instructional methods to teach from a distance, often without prior training. This abrupt transition resulted in significant alterations to their professional identities, which remain largely unexplored and uninvestigated due to the rapid changes during and following the pandemic. Therefore, this qualitative explanatory case study aims to investigate the development of professional identities among student, novice, and experienced English as a foreign language (EFL) teachers under the influence of the COVID-19 pandemic, focusing on their possible selves, including their ideal and feared selves. Twelve participants, consisting of students, novice, and experienced EFL teachers, participated in semi-structured interviews as part of the study. The findings revealed that EFL teachers redefined their professional identities in response to the effects of the COVID-19 pandemic. Particularly, the teachers emphasized the importance of efficient technology usage and adaptability skills as their ideal selves while expressing fear of not utilizing technology effectively.

Misconception/student difficulty is one of the student characteristics that should be known by teachers. Teachers should have effective knowledge and strategies to overcome these misconceptions and difficulties. In this sense, microteaching practices have an important place in the context of pre-service teachers' ability to increase their knowledge and strategies and their developing professional experience. The aim of this research is to examine the microteaching of primary school mathematics teacher candidates in the context of student misconceptions and difficulties. The research design is in the qualitative research model and the case study method was used. The research data were obtained from the analysis of semi-structured interviews with pre-service teachers, prepared lesson plans and micro-teaching video recordings. The obtained data were analyzed by content analysis method. According to the results of the research, although different strategies such as pre-service teachers, group work and class discussion were used, the most frequently used strategy was the strategy of putting students on the board and dealing with misconceptions/student difficulties through sample questions.

Current study aimed to examine Erzurum Technical University Faculty of Sport Sciences students' sports competence levels and self-efficacy levels according to various variables. A total of 116 students, fifty four female, and sixty two male, participated in the study, in which the quantitative research model was used. In the first part, the Personal Information Form was used to determine the demographic characteristics of the participants, the second part used the Self-Efficacy Attitude Scale, and the third part used the Competence in Sports Scale. Frequency analysis, kurtosis, skewness test, One-Way ANOVA analysis, t-test, and correlation analysis were used in the research. A positive and moderately significant relationship was found between the Self-Efficacy Attitude Scale and the Competence in Sports Scale. According to gender, it was determined that male students' competence in sports was significantly higher than female students' sports competence. According to the branch variable, it was determined that the self-efficacy status of the students who do individual sports is significantly higher than the self-efficacy status of the students who do team sports and who do not have a branch. In addition, according to the age variable, no significant relationship was found between the competence status of the students in sports and their self-efficacy attitudes. As a result, it can be said that male students have higher proficiency in sports than female students, and they feel more competent. It has been determined that the self-efficacy attitudes of the students who do individual sports are higher than those who do team sports.

Abstract The role of adaptive immunity in long-term outcomes in early breast cancer is increasingly recognised. Standard (neo)adjuvant chemotherapy can have adverse effects on immune cells. We conducted a retrospective longitudinal study of full blood counts (FBC) of 200 patients receiving (neo)adjuvant chemotherapy for early breast cancer at a single institution. FBC results at four time points from pre-treatment to 12 months post-chemotherapy were analysed. Flow cytometry was performed for patients with matched pre- and post-chemotherapy peripheral blood mononuclear cell samples. A significant decrease in absolute lymphocyte count at 12 months post-chemotherapy was observed (p