Teachers in public schools are hired through public personnel selection examination (PPSE). This exam significantly influences the life of people, leading to the necessity to analyse the system. The aim of this study is to analyse the PPSE in terms of its significance for teacher candidates. The participants of the study are a total of 300 teacher candidates who were preparing for the exam. The data of the study were collected through the administration of a questionnaire developed by the authors based on the review of literature. The questionnaire is consisted of 45 items with a five-option likert scale. The data collected were analysed through descriptive statistics, using percentage, frequency and standard deviation. The findings of the study revealed that the dominant view of the participants is that the exam content and their undergraduate education are not consistent. Most of the participants reported that they attend special courses to pass the exam. They also indicated that the exam has negative effects on their social life and undergraduate education. They also argued that the exam cannot select qualified teachers. They suggested that it should involve verbal and applied sections and be repeated after teachers begin to work at schools.

Keywords: teacher training, public personnel selection examination (PPSE), selection of teachers
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The purpose of this study was to investigate the correlation between pre-service teachers’ teaching-learning conceptions and their student control ideologies. For this purpose, “correlations survey method” was adopted in this study in order to find answers to the research questions. According to Pearson’s moments correlation analysis carried out in the study, it was found out that there was a significant negative correlation between pre-service teachers’ constructivist teaching-learning conception and their student control ideologies. Also, it was found that there was a significant positive correlation between pre-service teachers’ traditional teaching-learning conception and their student control ideologies. On the other hand, according to the results of the regression analysis, it was found out that pre-service teachers’ teaching-learning conceptions predicted their student control ideologies significantly.

Keywords: teaching-learning conceptions, student control ideologies, pre-service teachers.
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This study was carried out by using qualitative research methods in order to determine the issues physics teachers encounter when teaching the physics syllabus to 9th grades and to determine their opinions on the new syllabus that will be carried out within the 2013-2014 academic year. The research was carried out with 18 teachers who teach physics to 9th grades at 8 different Anatolian high schools in Ankara's Altındağ district. In this study, semi-structured interview from was carried out by researchers. In addition, the open-ended questions of interview were answered by three physic experts and it takes final form. The data collected from the interviews carried out with the teachers have been analyzed by using a descriptive analysis technique. According to the results of the research, the teachers have stated that they have problems especially when teaching unit such as “Force and Motion” that take place in the 9th grade physics because of teaching syllabus, students’ weaknesses on their mathematical capability and not having enough time to teach the subjects. They have also stated that the present syllabus not being volute and the 9th grade physics course books not having headlines for the subjects affect the students negatively in relation to making sense of the subjects. The teachers have stated that they think the new physics teaching syllabus will be much better and before the application process it would be best to have a long term in-service training.

Keywords: Teaching Physics Programme, teacher opinions, physics education.
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The relationships in the process of orientation to the profession and the attitude developed towards teaching profession are considered as important as the knowledge and skills of teachers’ performing their responsibilities and duties in an effective way. Specifically, the first years of teaching career as a guidance process have great place in introducing teachers their duties and responsibilities theoretically and practically. And this reveals the socialization concept. The bureaucratic and professional socialization concepts are mostly confused under the title of socialization of teachers. Professional socialization refers to the technical dimensions of the teaching profession, and bureaucratic socialization refers to the knowledge of laws, regulations, and a comparative process towards the formal-rational structure of educational institutions. In the present study, the opinions of beginning teachers on the process of professional and bureaucratic socialization in their schools were gathered. The aims of this study are to find out the practices made during both of the socialization types, the people from whom novice teachers get most support, to what extend these supports were successful, and which socialization type had emphasis in the schools. The study involved 13 teachers with 1 to 3 years of teaching experience. The semi-structured interview technique was used in data collection. The data were investigated with the descriptive analysis method. The findings showed that novice teachers believe that they are supported mostly by the teachers of the same field of study/branch or by other experienced teachers in their schools regarding professional socialization, and not supported by the school administration in any way. The participant teachers stated that the administration of their schools places more emphasis on bureaucratic socialization and the support of them on professional socialization fails to suffice for novice teachers.

Keywords: organizational socialization, professional socialization, bureaucratic socialization, novice teacher
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This paper aims to investigate novice teachers’ thoughts about their initial years. Research on this area indicates that novices have various and numerous problems when they begin to teach. To this end, an interview was carried out with fifteen novice teachers who are enrolled in a master program in education and teaching different subject areas. Content analysis was utilized on the data and findings were categorised under the themes. Novice teachers’ thoughts about teaching profession, their struggles in teaching context, motivating factors for teaching, effect of teacher training program and the contribution of post-graduate education on their profession are the main themes emerged from the data. The results provided quiet interesting findings which should be considered by teacher educators, researchers, teachers and prospective teachers who are going to be teachers soon.

Keywords: Novice teachers, experience, thoughts.
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The aim of this research is to identify the correlation between preservice science teachers’ educational philosophy approaches and thinking, decision making and planning processes during the construction process of science class. Sample consists of 90 preservice science teachers from Hacettepe University Faculty of Education Department of Science Education. This research is a case study and both quantitative and qualitative methodologies were used. Questionnaire was used in quantitative dimension as a data collection technique. Measurement tool is “Philosophical Preference Assessment Form Scale (PPAF). Observation, interview and documentation were used as qualitative techniques of this study. Most of the preservice teachers are under the influence of progressivist and experimentalist educational philosophy trend (%72). Besides this, the application process of progressivist and experimentalist preservice teachers in teaching and learning environment show that they are under the influence of idealist and realist trends. The gap between thinking-decision making and planning processes emphasize the need of planning research studies which investigate the correlation between philosophy in teacher education and application processes and reconstructing preservice and inservice programs.

Keywords: science teacher education, educational philosophies, teacher thinking, decision making and planning processes.
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The purpose of this study is to assess in-class behaviors of German language teachers working at Anatolian High schools in terms of social and methodological aspects, and to discuss both the positive and negative effects of these behaviors over the learning environment. Research universe includes the teachers working at Anatolian High schools during the academic year of 2010 and 2011. Whereas a questionnaire was employed in order for teachers to evaluate themselves in terms of professional skills, interview and observation techniques were utilized in order to determine teachers’ professional problems and in-class behaviors respectively. Therefore, both qualitative and quantitative techniques were used. Because findings have revealed that teachers can actively use the body language, encourage student participation, are tolerant and flexible with their students, make use of modern techniques during class management, include activities that promote autonomous learning, and have inter-cultural conscious, they are well aware of the importance of teachers’ in-class behaviors. However, teachers have also been weak in building a warm classroom environment, in noticing the differences among students’ learning abilities, and in becoming an advisor in the classroom. The research outputs have been presented to the educational institutions with advices in terms of the results of this study.

Keywords: Foreign language teaching, constructivist approach, German language teachers, teacher behaviors, learning theories.
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This paper reviews the literature on the use of cases in teacher education to examine and foster preservice teachers’ decision making. Twenty studies that were selected according to a set of criteria are organized into four groups based on the manner in which cases were used in the studies. After presenting the common and distinctive features of each group, a comparative examination of the four groups of studies are provided in terms of their theoretical and methodological implications for using cases in teacher education. Finally, the implications of this set of research for teacher education are discussed.

Keywords: öğretmenin karar vermesi, örnek olay yöntemi
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Junctures are suprasegmental phonemes which signal borderlines or transitions between or among the words in forms of short or long pauses in the flow of speech. The subject matter of this article is the sustained juncture, which is indicated by / → / sign, shows pauses between or among the words and in its phonemic structure the voice pitch neither rises nor falls by staying at a flat level, occurring before silence. It is a phoneme because it is able to change the meaning of words or sentences: this case can be proved by pitch patterns. Additionally, it is often used to indicate that you have not ended your thought or you have something more to say even if you prefer not to express them. A wrong use of sustained juncture makes the speech process an accented one. Therefore, the usages of sustained juncture must be specially unearthed in the training of non-native language teachers in Turkey. In this article, all of the meaning changing cases that are created by sustained juncture will be demonstrated from the voice of native speakers and by computer applications.

Keywords: plus juncture, close juncture, rising juncture, falling juncture, rise-to-fall juncture, all-to-rise juncture
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Problem solving skills and personality types of teacher candidates and teacher training curricula are focused on in this study. The main aim of the study is to investigate the relationship between the problem solving skills and personality types of teacher candidates. Research is designed as mixed type. The study is done in 2012-2013 academic year spring semester with the participation of 498 teacher candidates studying at education faculties of Muğla Sıtkı Koçman University (MSKÜ) and Çukurova University (ÇÜ). In order to collect data required for defining the problem solving skills of teacher candidates, “Problem Solving Inventory” designed by Heppner and Peterson (1982) adapted to Turkish by Savaşır and Şahin (1997) and in order to collect data required for defining the personality types of teacher candidates, “Adjective Based Personality Scale” designed by Bacanlı, İlhan and Aslan (2009) are used. Data collected with two different inventories are analyzed by SPSS program and the relationship between the problem solving skills and personality types of teacher candidates is examined. For the other aim of the study, teacher candidates are interviewed and questions related with whether activities are done to develop their problem solving skills or not are asked. Data obtained by interviews are analyzed as descriptive and indicated as an addition to the findings of study. According to data collected from sample, it is found that the teacher candidates who don’t think themselves neurotic; don’t think themselves extrovert; think themselves open-experienced and think themselves responsible have higher problem solving skills. Several discussions, comments and suggestions towards all findings of the research are stated throughout the study.

Keywords: Problem solving skills, personality types, teacher training programs.
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The aim of this research is to determine collective efficiency of the teachers working in primary schools and to evaluate their level of collective efficiency in terms of different variables. This study based on mixed research model in which the research is supported by both quantitative and qualitative variables. In this way, the strong aspects of quantitative and qualitative data were reflected in the research. The universe of this research conducted in 2012-2013 education period consists from teachers working in schools in Muğla town center; Marmaris, Köyceğiz and their villages. In order to determine the collective efficiency of the teachers, “The Collective Efficiency Scale” which was developed by Goddar, Hoy and Woolfolk-Hoy (2000) and translated and transcribed by Kurt (2009); in order to determine the qualitative data, semi-structured interview and focus group form prepared by researchers and in order to reach personal data of the teachers, “Personal Data Form” developed by researchers were used in this study. The data of the research were analyzed in computer based on statistical methods. According to analysis of this study, on the one hand there was no meaningful diversity in the teacher’s collective efficiency perceptions in terms of gender variable; on the other hand meaningful diversity was found in terms of variables such as branch, seniority, the location of the school.

Keywords: Collective efficiency, teacher qualification, primary school, social cognitive theory
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The aim of this study is to compare teacher training program of Turkey with three different countries. The comparison countries which are Finland, Singapore and Japan are selected according to TIMSS 2011 and PISA 2009 results. This research study is a comparison study in which the horizontal comparisons are used. Data resources are the teacher education curricula of the four countries and the comparison educational research studies about these countries. Data are analyzed through the following four themes: selection criteria of the students, curriculum, school experiences/practicum and graduation criteria. According to the results, the selection criteria of students differ among the four countries. Although all of the countries prefer to use university entrance exams, Finland, Singapore and Japan use extra evaluation methods such as interviews. When the curricula of the countries investigated, we found that the highest percentage of the pedagogical content knowledge courses is in Finland with 73%. Moreover, it is observed that the proportion of school experiences/practicum is relatively high in Finland curriculum compared to others. According to the last theme, the graduation criteria, different than the other countries, in Finland preservice mathematics teachers have to write a master thesis either in mathematics or in mathematics education.

Keywords: teacher training curricula, mathematics teacher education, comparative educational study
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This study was conducted to canvass the views on KPSS of undergraduate students and trainees enrolled at a pedagoical formation program. To do that, a semi-structured interview form was used. The participants were 60 4th year students at the 14 departments of Uludag University Education Faculty at 2012-2013 academic year and 52 pedagogical formation trainees from 12 different fields. The views canvassed through the interview form were interpreted after converted into themes. The findings suggest that 41% of the undergraduate students consider KPSS needless while 38.3% of them and 53.8% of the formation group deem it necessary. 60% of the undergraduate students and 78.8% of the formation group think there is no relationship between course performances and KPSS grades. 86.7% of the undergraduate students and 84.6% of the formation group think KPSS is not sufficient on its own to be a teacher. More than half of both the groups think that the contents of KPSS and faculty courses partially match. 55% of the undergraduate students and 84.6% of the formation group confirm the need for private teaching institutions. Nearly half of both the groups say their lecturers informed them about KPSS to some extent but the faculty administration did not try hard enough to do that. More than 60% of both the groups believe in a “field exam”. These results suggest that KPSS is questionable in terms of the extent to which it is adopted its takers.

Keywords: KPSS, teacher selection exam, teacher candidates
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Despite the renovation of the curriculum in education faculties in 1997, research has revealed some problems in School Experience and Teaching Practice courses. Specifically, problems were related to the quality, frequency, and type of feedback received (oral/written), lack of training for cooperating teachers and supervisors, an inadequate number of observations, and a lack of opportunities for feedback. This paper reports the preliminary results of a TUBITAK-Evrena project to help teacher trainees develop basic teaching skills while they are continuing their education in the education faculties. The project uses a “Clinical Supervision Model” (CSM) as a solution. To improve the quality of supervisory skills of cooperating teachers and university supervisors, the project researchers provided training to university supervisors and cooperating teachers about the CSM. The present research assesses the effectiveness of this training on the quality of supervision, feedback, communication skills, and professional behavior (punctuality, professional attire) of the university supervisors. The data for the study was collected from cooperating teachers and teacher trainees via questionnaires and an interview. Results indicated that there are statistically significant differences between supervisors who took CSM training and those who did not receive training. Teacher trainees and cooperating teachers had more positive opinions of CSM-trained supervisors. These results suggest that CSM techniques can increase the quality of supervisory skills.

Keywords: Teaching Practice, Teacher Trainee, Supervision, Clinical Supervision Model.
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In this study it is aimed that; the prospective science teachers can find an opportunity to make projects with the pupils in the schools, and the science projects which are not being conducted commonly in secondary schools, can be done by the pupils in the schools. The study made for this purpose comprises of "management of science projects" under the course of "Social Service Applications" for the prospective science teachers in a university in Istanbul during the spring semesters of 2009-2010 and 2010-2011 educational years and the "science projects" done by the 6th grade pupils during 2010-2011 educational year. Application was evaluated by asking open-ended questions to 24 prospective science teachers at the end of the application. The development of "the scientific process skills" of both groups those were conducted and did not conducted science projects from 6th grades in 2010-2011 educational year, was analyzed by using the scientific process skills test with a pre-test and pos-test application. When the opinions of the prospective teachers about the application are evaluated in general, it is convinced that; there is a big difference between conducting a project and managing a project; it is a very gainful experience to have such an opportunity, before especially graduation, by carrying out project management and doing this with the students one-to-one. According to the results of applied scientific process skills test, the average value of the posttest of the control group showed a meaningful decrease related to the pre-test average value. When the pretest-posttest averages of the experiment group are compared, the posttest values showed an increase, though not meaningful. Between the posttest scores of the control and experiment groups, it is found a meaningful difference to the experiment group's favour.

Keywords: Science and technology prospective teachers, project management, project-based learning, social service applications.
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Science centers are of significance in science teaching as formal and informal learning settings. In this study, the views of elementary students on exhibits at the science center and the attainments they have acquired after visiting to the science center have been investigated. Primary school students visiting the science center in the province of Ankara were selected as the study group. A total of 108 primary school students have participated in the study. During data collection semi-structured interview was used and students were asked questions including the exhibit they liked the most and the reasons for them liking it, the exhibit they liked the least and the reasons why they liked it the least, two new things they learnt during their visit, whether or not someone accompanied them during the visit, and their personal preferences. Finding of the study revealed that active exhibits drew the attention of students and in general they did not obtain knowledge from exhibits that they did not like. In general, students report than they like the exhibits entertained them and they don’t like the ones which could be able to understand. As a result, it was determined that gains of knowledge acquired by primary school students at the science center were limited.

Keywords: Informal learning, science centers, interview, elementary school
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The purpose of this study, subject of which is based on substitute teacher implementations according to educational systems of countries, is to compare how the gap is overcome when teachers cannot attend the their educational activities. This is a descriptive study in survey model, and it covers 33 education systems of EU member countries and Turkey. The data of the study have been gathered through the review of the country documents taking place in The Information Network on Education in Europe (Eurydice). According to findings of this study, incase of short-term teacher absence, the most common method used is to increase in working loads of the existing staff and in case of a long-term teacher absence, the most common method to overcome the problem is assigning substitute teacher. In order to assure a substitute teacher, beside the application of assurance from a teacher repository, in some countries, school’s own contacts, employment agencies, lists of substitute teachers provided by the local authority or teachers who want to work in consideration of extra payment are also other practices used. The duration of these contracts changes from a month to five years depending on the country.

Keywords: teacher employment, substitute teacher, teacher absenteeism, student achievement
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The purpose of this study is to determine whether the elementary school teachers’ ability to create a constructivist learning environment and self-efficacy belief differentiate according to the variables of the school graduated, age, seniority and sex and also to determine whether there exists a relationship between the abilities of creating a constructivist learning environment and self-efficacy beliefs. In this study, 125 elementary school teachers in total were included. “Constructivist Learning Environment Scale” and “Teachers’ Self-Efficacy Scale” have been used as the data collection tool. In the analysis of the data, t-test, one way ANOVA, Kruskal Wallis Test, Mann Whitney U-test and Spearman Brown correlation coefficients were used. According to findings from the study, self-efficacy beliefs of the classroom teachers towards classroom management differ according to seniority and sex. The elementary school teachers’ ability of creating a constructivist learning environment differs from in the sub-dimension of motivation toward reflections and concept investigation according to sex and school graduated and also, it differs statistically significantly in the sub-dimension of conceptual conflicts and dilemmas according to sex in favor of male teachers. In this study, a positively significant medium-level relationship was found between the classroom teachers’ self-efficacy and the ability to create a constructivist learning environment.

Keywords: Classroom teachers, self-efficacy belief, constructivist learning environment
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While the value of studying the teacher educators in order to identify differentiating characteristics across various content areas and factors related to reform efforts has been recognized by various authors, the literature indicates that relatively little research has been conducted in this area on science teacher educators. This study was designed to gain a current picture of the characteristics of science teacher educators in Turkey and in the United States focusing on demographic as well as work load variables and compare the current status of these variables to previous findings. Mixed method, including qualitative and quantitative methods, was used in this study. Data was obtained from web resources. A coding system was developed to collect data relevant to identifying characteristics of science teacher educators based on previous studies. The coding system was designed to gather data in five major areas (1) demographic and background information, (2) teaching responsibilities during an average year, (3) non teaching responsibilities, (4) scholarly activity, associated with research projects and publications, and (5) evaluation system and standards for professional development.. From both countries, ten colleges of education/schools of education were selected for this study. The results of this study indicated that the science educators in both countries have different characteristics in terms of five major areas. The actual content of the standard for science teacher educators is an important part of the study. In this context, this paper discusses whether setting explicit standards for science teacher educators would help or hinder efforts to improve the quality of teaching, touching on the viewpoints of student teachers versus professional organizations regarding standards of quality and exploring the implied and explicit standards of academic institutions for science teacher educators in the U.S., in comparison with the less-defined standards currently present in the Turkish educational system.

Keywords: teacher educators, science teaching, comparative study, educators of science teachers
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Technology is one of the effectively used tools used in education as in today's any field of study. Technology use in line with pedagogical approaches is what counts in education, rather than how often technological tools are used in education. It is crucial to determine teacher candidates' competencies in integrating technology and their views since their views on technology reflect their experiences related to technology use and competencies. The aim of the study is to evaluate teacher candidates' existing knowledge of Technological Pedagogical Content Knowledge TPACK model and to determine the competencies that they should have and the components of the pre-service training that they have planned. Descriptive methodology has been applied in the study. The data collection instruments included the scale of the technological pedagogical content knowledge and the open-ended questions that were arranged and prepared by the researchers. The participants included 295 teacher candidates enrolled at the Faculty of Education of a state university. The collected data were subject to content analysis. The components of the pre-service training planned to improve TPACK knowledge and the teacher competencies were determined. Pre-service training programs planned in line with TPACK are found to be effective in improving teacher candidates' technological pedagogical content knowledge.

Keywords: technological pedagogical content knowledge, teachers' technological competencies, pre-service training
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With this study, a model for the teaching process is proposed to meet the teaching requirements in web-based learning environment (WBLE). Fundamental components of this model are psychosocial atmosphere of the learning environment and the teaching strategies, which are the basics of teaching process. The psychosocial atmosphere of the environment in the teaching process “content management system” (CMS) is primarily introduced. Afterwards, “creative problem solving” (CPS), which is one of the teaching strategies bearing the potential to activate higher order thinking skills of students is introduced and stepwise described (1) definition of the problem, (2) creating ideas, (3) decision making, (4) design and planning, and (5) application and monitoring. Finally, a theoretical model is proposed for web-based learning environment by designing a teaching process relying on the pattern between content management systems and creative problem solving.

Keywords: creative problem solving (CPS), web-based learning, learning environment
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The purpose of this paper is to provide information for researchers and policy makers aiming at systematic improvement in teacher education in Turkey by highlighting possible lessons to be taken from Finland. To see the value added by Finnish teachers and teacher educators, the paper both reviews the philosophy behind teacher education in Finland and portrays the findings from a six-month qualitative inquiry. In an ethnographic research design, an in-depth analysis of the ‘teaching culture’ was carried out through interviews, close observations, readings, interpretations, and document analysis. Current practices were investigated through 84 hours of participant observations, 36 hours of assistant teaching; and individual interviews done with 12 in-service teachers, 23 pre-service teachers, and 7 teacher educators. All data were compiled and conclusions were derived. The findings were presented under the headings of (1) philosophy and policy, (2) selection of student teachers, (3) pre-service years, and (4) in-service years. In this context, three main steps could be taken to improve teacher education in Turkey: (a) attract the best individuals to the profession with appropriate selection procedures; (b) provide the right training (no alternative route) with a considerable emphasis on research and practicum; and (c) respect teachers and trust on their autonomy to strengthen their social status

Keywords: teacher education, Finland, high-quality teachers, educational policy and practice
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The aim of this study is to examine the relationship between life satisfaction of prospective teachers and their attitudes concerning the teaching profession. This is a descriptive research in the survey model. The participants of the study are 619 prospective teachers at Faculty of Education in Kastamonu University in the 2012-2013 academic years. As data collection instruments, “Life Satisfaction Scale” and Teaching Profession Attitude Scale” was used. When the research findings were evaluated, a significant and positive relationship was found between prospective teachers’ life satisfaction and attitudes towards the profession of teaching.at a moderate level. The prospective teachers’ life satisfaction predicts their attitudes towards the profession of teaching in a meaningful way and prospective teachers’ life satisfaction explains 23% of the total variance about attitudes of prospective teachers towards the profession of teaching. According to the research findings, prospective teachers’ life satisfaction does not differ significantly according to age, type of education, program and whether there is a teacher in the family or not while teachers’ life satisfaction differ significantly according to gender and the rank in university selection.

Keywords: life satisfaction, attitudes concerning teaching profession, prospective teachers
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French Ministry of higher education and research together with French Ministry of national education, by the end of 2012 and within the framework of the new five-year country management, has launched a reformist project. The common project of the two Ministries develops important changes in education and training of the future teachers in France. In this article, we study in particular, the politics stated by France for increasing the number of the students who are going to choose in their higher education, pedagogical studies and who are going to choose to be a teacher as profession. This politics contains as well, the ways conducting to a better teacher quality. The reasons of the reform, the objectives and the particularities of the project are held out. The stated innovation in order to ameliorate the quality and capacity of the future teachers and related properties of the new system are examined in detail. Considering academic, social, institutional and economic aspects of the issue, the article covers moreover challenges of the project at the beginning of the 21st century, progressive improvements and general comparisons with Turkish sytem.

Keywords: France, reform of teacher training, higher education policy, teaching colleges, professional qualification.
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The aim of this study is to reveal the problems encountered by chemistry teachers in delivering the current ninth grade chemistry program and their views about the program. After identifying the problems experienced by teachers, these problems are used to see whether or not these concerns were avoided in the new program to be implemented beginning in the school year of 2013–2014. The participants of the study are nineteen chemistry teachers working in the Ankara district. The data of the study were collected through an interview form that included twelve items. Each participant was asked to answer these items in a semi-structured interview. The data of the study then were analyzed. The participants mostly reported that the program is not appropriate for the students’ levels. They also emphasized that the content of the program is not consistent with the university entrance examinations students take. They also stated that class hours are not enough to deliver the program efficiently. It is further found that frequent change of programs has negative effects on teachers. The participants suggested that teachers should also involve in the process of program development to ensure that programs are consistent with both students’ level and university entrance examinations. The new program is analyzed in terms of all these reported concerns and problems and in terms of whether or not new chemistry program provides solutions to these problems.

Keywords: chemistry program, teachers’ views, teaching problems, program evaluation, teachers’ suggestions
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At this study Holistic Evaluation Model (HEM), which can be used for evaluating teachers’ professional development programs, is proposed. This model is based on context, input, process, participants’ learning, organizational support and change, participants’ use of new knowledge and skills, student learning outcomes and cost effectiveness analysis. To test HEM Intel Teach Program (ITP) is evaluated. ITP has some problems about context, input and process, ITP supports teachers technology usage skills, there are problems at organizational support and change level, teachers’ new knowledge and skills limitedly used at classroom levels and there are very little change at students after ITP. There is little change at class level implementations. So, it can be said that the professional development program could not achieve its goals, and also it can be said that evaluated ITP courses were not cost effective. Consequently, HEM is useful to evaluate the professional development programs for teachers.

Keywords: Program evaluation, professional development, technology integration, Intel Teach Program
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Organization of in-service training activities for teachers' professional development will contribute to teachers' adaptation to changes, new duties and efficiency. For, well-qualified teachers and educational activities require continuous support for professional development (in consideration of lifelong learning philosophy). It could be argued that the provided support should be assessed in terms of certain standards so that the flaws in the system can be determined. The present study aims to evaluate the contributions of in-service training delivered within the scope of FATIH project to teachers' professional development in terms of ISTE teacher standards. In this respect, some analyses were made concerning the practices in secondary level educational institutions where FATIH project was administered. To this end, 40 teachers from 8 schools where in-service training was delivered within the scope of FATIH project were given "FATIH Project In-service Training Activities: Teacher Opinions" questionnaire. Data collected by means of this questionnaire were compared with that of ISTE teacher standards and interpreted in terms of teachers' professional development levels.

Keywords: Teachers' Professional Development, ISTE, Standards, FATIH Project.
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As we know, individuals go through some mental processes such as reasoning, analysing and evaluating the situation during the both educational life and daily living. The critical thinking; which contains these mental processes, is also identified as a thinking style which aims to obtain the information originally, compare and use. The critical thinking ability is also related with high level mental processes; such as problem solving, problem posing and reasoning and it is also highly important for mathematical education. The aim of this study is to determine the level of critical thinking tendency of prospective mathematics teachers and examine this tendency by different variables. For this purpose; California Critical Thinking Tendency Scale which is developed by Facione et al. in 1998, is applied to prospective mathematics teachers in a public university in Ankara City. Besides this scale; a form is given to prospective mathematics teachers which checks up the demographic information. In the direction of obtained data; the critical thinking tendency of prospective mathematics teachers is both examined by variables such as gender, grade level, graduated high school and teaching experience and the analysis of data is also made according to each sub-dimension included in the scale. According to the results evaluation and recommendation are made about critical thinking tendency of prospective mathematics teachers.

Keywords: Critical thinking, mental process, problem solving, problem posing.
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After the 1980s, a new public administration approach was adopted. Administrators had been accountable to executives and public for the resources utilized and results obtained after this transformation. Administrators in the School of Education are also responsible for this kind of accountability. It has been argued that these administrators should be accountable for the results of centralized teacher placement exam and some practices have been seen in this context in the world. This study examined the levels of achievement of universities in KPSS- part of Educational Science Test- and evaluated that whether these results can be used in terms of accountability. With this purpose in mind, the first and last five universities were determined according to KPSS results and whether there is a correlation between the mean scores in the “University Entrance Examination” (ÖSS) to enter to different universities and the mean scores that students obtained from the Test of Educational Sciences in KPSS or not was examined. This research indicated that the most successful universities are Central and Western Anatolian Universities while the most unsuccessful universities are East and South-East Anatolian Universities in the KPSS exam. Moreover, a low correlation was found between the ÖSS scores of universities and the scores of their graduates in Educational Science Test in KPSS. This result reveals that those students graduating from the programs requiring high scores cannot show the same success at the Educational Science Test in KPSS.

Keywords: Teacher education, centralized teacher examination, accountability
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In this study, it is aimed to establish whether or not that students of Science Education get involved in problem based laboratory activities on each experiment has an effect on their science process skills, their self-confidence and self-efficacy regarding biology laboratory. Study has been patterned at General Biology Laboratory 1 in accord with the model of pre-test post-test with control group with the students at second class of Science Education. While problem based laboratory activities are applied in experiment groups, traditional methods were used in control groups. SPST, self-confidence and self-efficacy tests regarding biology laboratory that were used in the study have been practised before and after practising. In addition, experiment group’s students were asked to prepare experiment report and semi-structured interviews have been had with nine students. The data that obtained from scales, interviews and reports have been assessed as qualitative and quantitative. According to study’s findings, while there is a significant difference between the post-test scores of students of experiment and control groups, there is not a difference found at their self-confidence and self-efficacy.

Keywords: Science teaching, science process skills, problem based laboratory activities, self-confidence, self-efficacy.
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