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In brief, paid teaching is the recruitment of teachers for a temporary period. Teacher self-efficacy, on the other hand, is thought to be important in order to maximize the expected benefit from the educational system. The purpose of this research is to reveal the self-efficacy beliefs of paid teachers in Turkey. The participants consist of 906 paid teachers, from various branches and regions of Turkey, determined using the convenient sampling method. The findings indicate that there are statistically significant differences in some factors according to many of the variables. The self-efficacy beliefs of the participants statistically differ according to gender in the intellectual self-efficacy factor and in the whole scale. There are also statistically significant differences between senior paid teachers and inexperienced paid teachers in all factors of the self-efficacy belief scale in favor of paid teachers as far as teaching in the public sector variable is concerned. While some of the participants have positive expectations from the 2023 educational vision, others are completely hopeless. At the end of the research, taking the research findings into account, some recommendations have also been made. [Note: The issue number (2) shown in the citation on the PDF is incorrect. The correct issue number is 1.]

The purpose of this research is to compare value perceptions of secondary school students studying in Türkiye and the UK. In this study, the cross-sectional method was adopted. 249 Turkish students studying in the UK, and 253 students studying in Türkiye participated in the research. The Positive Values Scale developed by Huang and Cornell (2016) was used as a data collection tool. Since the research data were not normally distributed, in the analysis, such techniques as arithmetic mean, standard deviation and Mann Whitney U tests have been used. According to the findings, a statistically significant difference was found in favor of the students studying in Türkiye. Also, a statistically significant difference was determined in favor of female students studying in the UK in the concern for others factor. However, there were no statistically significant differences between the value perceptions of students in the UK and Türkiye in the overall scale and in its factors as far as gender was concerned. New researches comparing value perceptions of different samples can be done.

Museum education course has been made available as a course of professional knowledge in faculties of education since 2018 so that prospective teachers can use museums as learning environments and so that they can plan and do learning activities in those places. This paper aims to analyse prospective elementary school teachers' views on the elective museum education course. The study was designed as a case study--one of the qualitative research designs. The study group was formed in convenience sampling method. 27 prospective elementary school teachers were included in the study. The research data were collected through the participants' diaries, open-ended survey questions and focal group interviews; and the data were analysed in the descriptive analysis technique. The research results demonstrated that the prospective teachers developed positive perspectives on museums after taking the museum education course. They thought that the course had inculcated in them personal skills and pedagogical skills. Besides, they also stated that they could benefit from museum education activities in creating effective learning environments in the life of teaching.

It is highly important that teachers have the necessary professional knowledge, skills and attitudes for the efficiency of the teaching and learning process, which has an important role in gaining the required qualifications to individuals. One of the educational platforms that can be used for teachers to develop both their personal and professional skills is the eTwinning platform. It offers various opportunities for both teachers and students. Literature review has shown that the number of researches on eTwinning, which is used by more and more teachers in Turkey, is insufficient in number. The participants of this research, which aims to compare metaphors created by teachers in Turkey and abroad, consist of 224 teachers. In the study, the content analysis method has been adopted, and the data have been collected through a fixed form questionnaire. According to the results of the research, it has been found out that eTwinning projects have mostly been carried out by teachers working at primary schools. The metaphors produced by teachers for eTwinning projects have been grouped under 8 different categories. Lastly, teachers also use various tools while carrying out their projects.

In recent years, developing communication skills is the main goal of foreign language learning, so the most effective way of developing this skill is to expose the learners to real life situations. Movies provide exposures to real language, used in authentic settings and in the cultural context. Movies are the most effective audiovisual materials both in teaching basic language skills and reflecting the language and culture used in real life. Movies are frequently used in the teaching of foreign languages (English, German, French, etc.) that are widely taught. However, studies on the use of films in teaching Turkish as a foreign language are limited. In this study, authentic B1 level activities are developed by using Happiness "Mutluluk" movie to teach four basic language skills, and to develop intercultural competencies. Fifteen activities are developed according to the achievements regarding to the intercultural competency and communication skills developed by the Maarif Foundation. These activities can develop Turkish language learners' four language skills, vocabulary knowledge, pronunciation, critical understanding and encouraging them to use language in a creative way. Also, these activities can increase language learners' intercultural understanding, as well as helping them to become aware of the similarities and differences between cultures.

It is important to adopt the concept of peace as a culture when human rights, democracy, coexistence and diversity are respected at the social level. Particularly at an early age, introducing this concept to individuals can prevent violent cultures from finding social or individual support. In this sense, individuals are expected to disseminate peace through education and to exclude violence. In this research, it was tried to show how primary school students perceive the concepts of peace and violence in their daily lives. It has been tried to determine how pupils describe these concepts in their pictorial image, literary and verbal expressions. The research was designed as qualitative research from qualitative research approaches. 68 primary school students participated in the research. Students have identified four main themes on the peace issue: "universal / inter-communal peace, inter-group / social peace, inter-personal peace and individual peace." Twenty-five sub-themes related to these 4 main themes have been created. As for violence, four main themes have emerged: "socio-cultural violence, direct violence, group violence and ecological violence." Sixteen sub-themes have been expressed, depending on these four main themes. It has been found out that in the general sense, they perceive the concept of peace mostly in a personal-individual sense and they directly perceive the concept of violence as socio-cultural violence.