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The aim of this study is to examine the professional identities of the academic staff of the faculties of education in Turkey. The study employed the Q methodology, in which both quantitative and qualitative data can be used. The qualitative data were collected and analysed by interviewing seven academics working in the faculty of education in the first stage of the study, which was conducted in two sequential stages. The analysis of the qualitative data showed that the academic staff of the faculty of education defined their professional identities as a "Practitioner", "Researcher", "Instructor", "Coach", "Counsellor" and a "Preparer". In the second stage of the study, the Q measurement tool was developed by the researchers based on the specified definitions for professional identities. The quantitative data were collected from 21 academics working in the faculty of education and analysed with the Q measurement tool. According to the analysis of the quantitative data, the academic staff of the faculties of education were seen to adopt six professional identities defined in general. In addition, the professional identity as a "Researcher" was found to be the most preferred, while the professional identity as a "Preparer" was the least preferred of the given identities. According to the findings obtained in the study, it was concluded that the educational experience of the academic staff of education faculties significantly differentiate the preferences and attitudes towards professional identities. Based on the findings and results obtained in this study, it is highly recommended to examine the role of the educational experience of the academic staff of education faculties in the change and transformation of their professional identities.

The aim of this qualitative study is to reveal the condition involved in teaching Turkish as a second language to Syrian refugees. Participants were selected using a criterion-based sampling technique; they were six (6) instructors and forty (40) Syrian students. The data of the research were compiled using open-ended questionnaire developed by the researchers for the students, and semi-structure interview developed for the instructors. It was revealed that the students have problems mastering basic language skills (especially speaking and listening), the teaching materials are inadequate and physical environment is not conducive. Moreover, it appears that the students have problems in using and pronouncing certain vowels, the confuse letters, and use words in figurative sense. It has also been revealed that the teachers use the same practices, render feedback-correction, and have difficulty in teaching due to lack of right curriculum, the courses being above the students' levels, and nonfunctional course equipment. The participants underlined that camp and class environments need to be improved, that students should be given greater opportunities to communicate with native Turkish speakers, audiovisual materials need to be improved, teachers need to be aware of the students' psychological conditions, teachers should be very versed in at least two languages, and teachers need to be trained extensively.