Bu çalışmanın amacı geleneksel çocuk oyunları turnuvasına katılan öğretmenlerin, geleneksel çocuk oyunlarının öğretmen ve öğrenciye katkısını araştırmak ve diğer derslere katkısı ve uygulamaya yönelik durumlarının ortaya çıkarılmasıdır. Çalışmanın örneklem grubunu Kayseri'de görev yapan, Kayseri il milli eğitim müdürlüğü tarafından düzenlenen geleneksel çocuk oyunları turnuvasına katılıp eğitim almış 32 öğretmen oluşturmaktadır. Araştırmaya katılan öğretmenlerden derinlemesine bilgi toplamak amacıyla araştırmacı tarafından yarı yapılandırılmış görüşme formu hazırlanmış, öğretmenler okullarında ziyaret edilerek görüşleri alınmıştır. Öğretmenlerin vermiş olduğu cevaplar nitel araştırma yöntemlerinden, içerik analizi ile yöntemi ile analiz edilmiştir. Yapılan çalışma sonucunda geleneksel çocuk oyunlarının öğrenci-öğretmen ilişkilerine olumlu yansımalarının olduğu sonucuna ulaşılmıştır. Geleneksel çocuk oyunlarının diğer derslere olan katkısı konusunda öğretmenler, çoğunlukla oyunların öğrencilere odaklanma, özgüven ve motivasyon sağlama gibi bireysel katkılarını ifade etmişlerdir. Geleneksel çocuk oyunların uygulama boyutunda ise zaman yetersizliği, oyunlar için gerekli araç gereçlerin yetersizliği, oyun alanlarının kısıtlı olması ve sınıf mevcutlarının kalabalık olması gibi bir takım olumsuzlukları belirtmişlerdir. Geleneksel çocuk oyunlarına her sınıf düzeyinde daha çok yer verilerek toplumsal değerlerin öğretimi, Türk kültür ve coğrafyasının tanıtımı, sahip olunan toplumsal gelenek, görenek ve kültürel değerlerin gelecek kuşaklara aktarımı sağlanabilir.

The purpose of this study is to investigate the primary school teacher candidates' levels of anxiety towards teaching science according to various variables. The study was carried out with the participation of 282 students in the primary education department of Erciyes University Ziya Eren Education Faculty. The anxiety towards teaching science scale and the personal information form prepared by the researcher were used as data collection tools. Frequency (f) and percentage (%) values were determined for personal information about the participants, total scores and factor scores. In order to reveal the relationship between the scores obtained from the scale, t-test was used for the gender variable and ANOVA test statistic was used for the grade level and grade point average variables. As a result of the research, the students' levels of anxiety towards teaching science differed only according to their grades. There were no differences according to their gender and grade point averages. Based on the findings obtained from the research, there was a significant difference between the 2nd and 3rd grade students' levels of teaching anxiety related to content knowledge. The anxiety levels of the 2nd grade students were lower than the anxiety levels of the 3rd grade students. There was a significant difference between the 3rd and 4th grade students' levels of teaching anxiety related to the curriculum. The anxiety levels of the 4th grade students were lower than the anxiety levels of the 3rd grade students.

Purpose of the study is to investigate the anxiety levels of primary school students in mathematics teaching according to different variables. The sample group of the study consists of students studying in the basic education department of Erciyes University Faculty of Education. In the research, Anxiety Scale for Mathematics and Science Teaching developed by Liu in 2016 and adapted to Turkish in 2017 by Aytekin, Türkmenoğlu and Arıkan and personal information form prepared by the researcher were used. In order to reveal the comparison between the scores obtained from the scale, t test was used according to the gender variable and ANOVA test statistic was used according to the grade level and general weighted average variables. As a result of the study, it was concluded that anxiety levels of mathematics teaching the students differed according to the gender and grade level variable, but mathematics education anxiety levels did not change according to the general weighted grade point average. Based on the findings, it was concluded that female students' anxiety levels in mathematics education were higher than male students. According to the grade level variable, anxiety level of mathematics teaching was found to be higher in the pre-service teachers in the 3rd grade than the teacher candidates in the 2nd and 4th grade. teacher candidates' knowledge and conceptual learning in mathematics should be supported in relation to other courses conducted at different grade levels and in order to minimize differences in grade level related to mathematics teaching anxiety, teaching practices at each grade level should be given more space.

This study aimed to gather prospective primary school teachers' opinions on distance education and ascertain whether these opinions varied based on different variables. A mixed-methods approach was employed to obtain more reliable results, with the sequential explanatory design being utilized in the study. The research sample comprised 233 teacher candidates from Erciyes University's Ziya Eren Faculty of Education during the 2020-2021 academic year who participated in distance education amidst the COVID-19 pandemic. The Distance Education Students' Views of Distance Education Scale, developed by Yıldırım, Yıldırım, Çelik, and Karaman (2014), served as a quantitative data collection instrument. Qualitative data were gathered online via a structured interview form. Descriptive statistics such as percentages, frequencies, and arithmetic means were used to analyze the quantitative data. Since the data exhibited a normal distribution, t-tests and ANOVAs were conducted. The Qualitative data analysis involved using the descriptive analysis method for the semi-structured interview responses. The findings of the study revealed that the opinions of primary school teacher candidates regarding distance education did not significantly differ based on gender or home internet access. However, significant differences were identified in relation to class level and duration of internet usage. Based on these results, recommendations were provided, such as enhancing distance education infrastructure within universities.