Today, entrepreneurship has gained great importance, especially with the transition from industrial society to information society. Therefore, in order to ensure economic and social development of societies, entrepreneurship must comprehensively be supported, encouraged and entrepreneurship education has to be provided. Many similar qualities and skills among individuals having reflective thinking abilities and entrepreneurial individuals arise when reflective thinking, one of the higher-level thinking skills, is defined as the cognitive inquiry that will lead the individual to produce new knowledge and develop alternative ways. The purpose of this research is to identify whether physical education and sports teachers' reflective thinking themes predict entrepreneurial characteristics. Research is designed in accordance with the relational screening model. Semerci (2007), “Reflective Thinking Tendency Scale” and Yilmaz and Sunbul (2009), “Entrepreneurship Scale for University Students” were used as data collection tool. Multilevel regression analysis was benefitted in the analyze of the data.  As a result of this research, it is determined that effective and interrogated teaching sub-dimension was the most independent variable contributing to the entrepreneurial characteristics of physical education and sports pre-service teachers and this was followed by continuous and intentional thinking, responsibility of teaching and science and looking professional sub-dimensions. It has also been determined that sub-dimensions such as open-mindedness, foresighted and sincere and researcher do not make a meaningful contribution to the prediction of entrepreneurial characteristics. Based on these results, it can be said that a pre-service teacher with high entrepreneurial characteristics will have higher reflective thinking tendencies. Besides, it is also possible to analyze how thinking skills such as critical thinking, creative thinking, problem solving and supra-cognitive thinking predict entrepreneurial characteristics.

The aim of this research is to examine the relationship between the values of primary and music teacher candidates and their cheating attitudes in terms of different variables. The study group of the research is composed of 249 students who are studying at the Departments of Primary School Teaching and Music Education at Adnan Menderes University Faculty of Education. In the research, Portrait Values Questionnaire and personal information form were used. In the analysis of data, t test, ANOVA, correlation analysis and tukey HSD test was used. It was detected that teacher candidates had high levels of value perceptions and the three most important values were universalism, security and self-direction. It was found that there was a statistically significant difference in primary school and music teacher candidates in all values except achievement, hedonism and stimulation according to their departments. This difference was on behalf of primary school teacher candidates. Another conclusion of the research was the gender variable. In all values except power, significant difference was on behalf of females. When the value scores of primary school and music teacher candidates were examined, all the values except for power were on behalf of freshmen. It was seen that there were significant differences between the teacher candidates’ academic achievement perceptions and their value scores of achievement, stimulation, self-direction, universalism, benevolence, tradition, conformity and security except power and hedonism values. Findings related to cheating, which was another variance of the research, are as follows; cheating attitudes of primary school and music teacher candidates were moderate. It was detected that the participants had negative attitudes towards cheating. A significant difference was detected in cheating attitude according to the department. In other words, it was seen that music teacher candidates were more positive towards cheating. When cheating attitudes according to gender variable were examined, it was seen that there was a significant difference on behalf of females.

Course" developed by Girgin were used. Statistical package for social science (SPSS) 21.00 software package was used for data analysis. Since the research data did not show a normal distribution, Mann Whitney U analysis was used for binary variables; and Kruskal Wallis and Spearman Brown's Rank Correlation analyses were used for variables more than two. Music teacher candidates' individual instrument burnout scores showed statistically significant difference depending on university and individual instrument variables; their family support scores showed significant difference depending on grade, university, high school and individual instrument variables; and their training habits showed significant difference depending on gender, university and individual instrument variables. A significant negative correlation at a low rate was found between music teacher candidates' burnout scores and their family support scores. A significant negative and moderate correlation was found between teacher candidates' burnout scores and their studying habit scores. A significant positive moderate correlation was found between teacher candidates' family support scores and their training habit scores.

The aim of this study is to reveal the relationship between individual social responsibilities and personal values of primary school and music teacher candidates on the basis of gender, school grade and department variables. Survey model among quantitative methods was used in the research. The research sample consist of 162 (69.8%) primary school teacher candidates and 70 (30.2%) music teacher candidates receiving education in Adnan Menderes University Faculty of Education. 146 (62.9%) of the participants are female, and 86 (37.1%) were male teacher candidates. Also 104 (44.8%) freshman and 128 (55.2%) senior students were joined into the research. Questionnaire on Individual Social Responsibility and Questionnaire on Personal values were used as data collection tools. SPSS 21.00 statistics software was used for data analysis. Due to the normal distribution of data, t-test and one-way analysis of variance were conducted, then Pearson correlation coefficients were calculated and regression analysis was performed. According to the obtained findings, personal values total scores of the participating teacher candidates did not significantly differ based on their gender and department, whereas they significantly differed in a school-grade based evaluation. The individual social responsibility total scores of the teacher candidates did not show a statistically significant difference on the basis of gender. Individual social responsibility levels were found to differ significantly based on school grade and department variables. Statistically significant positive and low level (between .18 and .39) correlations were found between the teacher candidates’ social responsibilities and academic average and personal values subscales.

The objective of the current study is to develop an attitude scale for pre-service music teachers’ special teaching methods course. The data of the research was obtained in the spring semester of the 2017-2018 academic year. The study group consists of 388 pre-service music teachers who continue their education at eight universities in Turkey. Before proceeding to further analysis, the missing values and outliers were processed. As a result, mean substitution was performed for the missing data in the dataset and 2 participants with outliers were excluded from the study. The suitability of the data for factor analysis was determined by running the Kaiser-Meyer-Olkin and Bartlett’s Test of Sphericity. Result of the Kaiser-Meyer-Olkin (KMO) value was found to be 0.97. The overall internal consistency coefficient (Cronbach’s Alpha) of the single-factor and 58 item-scale was determined to be 0.98.