Problem Statement: Teacher training programs are expected to provide teachers with life-long learning competence and enable them to practice this competence after graduation in all areas of their lives. In this way, teachers who undergo qualified pre-service training in accordance with the concept of life-long learning will shape the education system as their practices will renew themselves, and they will train future generations accordingly. However, at the point at which these expectations are implemented, the extent to which these teacher training programs are effective in upskilling life-long learning competence is unclear. The views of the members of the Faculty of Education on this topic therefore are important, since they are the programs' practitioners. Purpose of the Study:This study was conducted to determine faculty members' views on the effectiveness of teacher training programs (TTP) to upskill life-long learning competence. Method:The study was carried out with phenomenological pattern qualitative research methods. The study's working group consists of seven faculty members determined by sampling method. The data were collected via in-depth interviews using semi-structured interview forms developed by the researchers. In analyzing the data, the content analysis approach was adopted. * Corrsponding author: Assistant Prof. Dr. Firat University, Faculty of Education, hkazu@firat.edu.tr ** Dr., demet.demiralp@hotmail.com 206 Hilal Kazu & Demet DemiralpFindings: The faculty members' views on the effectiveness of teacher training programs to upskill life-long learning competence were collected under four themes. The themes consist of "pre-service teachers' possession of the characteristics of life-long learners," "how TTPs reflect the Bologna Process," "whether life-long learning competence is upskilled via TTPs," "the expectations that TTPs will upskill life-long learning competence and suggestions for those programs." Conclusions and Recommendations:The faculty members' views show that the Bologna Process is in practice inadequately reflected in the academic activities of faculties of education. The study also concludes that teacher training programs are insufficient to upskill life-long learning competence, to improve pre-service teachers' self-improvement; the study also concludes that the faculties of education ignore the need to upskill lifelong learning competence in the current programs. In order to equip preservice teachers with life-long learning competence, the faculty members suggest that the programs be updated, be equipped with more basic skills, and prioritize practicing during learning process. In order to achieve all these goals, they recommend reducing the programs' quota and establishing quality standards by evaluating faculty members' competences.

In 2017 and 2018, engineering applications and design process were given weight to with the updates carried out in the Physical Sciences Lesson Curriculum in Turkey. For the STEM education which is at the center of this update to reach its target, it is highly important that students accurately learn what engineers do, what their work field is, the characteristics they should carry and understand the nature of engineering. The present study aims to identify the perception of engineers of 5th, 6th and 7th grade middle school students through drawings. Research Methods: The study group of this research which is a descriptive

In this study, it has been aimed to develop a measuring tool which will enable to measure teacher candidates' personal-professional competences in a valid and a reliable way. The study was conducted on four different working groups consisting of a total of 720 teacher candidates. In the study, as for the construct validity of the comments made from the measurement, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied. As a result of the EFA, a structure consisting of 18 items and 4 factors was achieved. The findings obtained from the CFA showed that the structure had adequate fit indexes. The calculations of convergent and discriminant validity which were made in order to enrich construct validity data show that the results are within the acceptable values in the literature. The reliability of the measurements obtained from the scale were controlled via Cronbach Alfa, composite reliability, and test-retest methods, and it was determined that calculated reliability coefficients are within the acceptable limits. Keywords:Teacher candidates, personal-professional competences, lifelong learning, scale development, validity, reliability ÖzBu araştırmada, öğretmen adaylarının kişisel-mesleki yetkinliklere ilişkin algılarını geçerli ve güvenilir olarak ölçmeye olanak tanıyacak bir ölçme aracının geliştirilmesi amaçlanmıştır. Araştırma, toplam 720 öğretmen adayından oluşan dört ayrı çalışma grubu üzerinde yürütülmüştür. Araştırmada ölçme aracının yapı geçerliği için açımlayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizi (DFA) hesaplanmıştır. AFA sonucunda, ölçekte 18 madde ve dört faktörden oluşan bir yapı elde edilmiştir. DFA'dan elde edilen bulgular da, bu yapının yeterli uyum indekslerine sahip olduğunu göstermiştir. Yapı geçerliği verilerinin zenginleştirilmesi amacıyla yapılan yakınsak ve ayırt edici geçerliği hesaplamaları da, literatürde kabul gören değerler içinde sonuçlar sağlandığını göstermiştir. Ölçekten elde edilen ölçümlerin güvenirliği; cronbach alfa, bileşik güvenirlik ve test tekrar test yöntemleri ile incelenmiş ve hesaplanan güvenirlik katsayılarının kabul edilebilir sınırlar içerisinde yer aldığı saptanmıştır.Anahtar sözcükler: Öğretmen adayları, kişisel-mesleki yetkinlikler, yaşam boyu öğrenme, ölçek geliştirme, geçerlik, güvenirlik

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ÖzetYapılandırmacı öğrenme yaklaşımı temele alınarak hazırlanan 2005 ilköğretim programlarında öğrencilerin üst düzey düşünmelerinin geliştirilmesi büyük önem arzetmektedir. Üst düzey düşünme türlerinden birisi de yansıtıcı düşünmedir. Bu araştırma, ilköğretim birinci kademe programlarının öğrencilerin yansıtıcı düşünmelerini geliştirmeye katkısının öğretmen görüşleri doğrultusunda incelenmesi amacıyla yapılmıştır. Betimsel özellikte olan çalışmada tarama (survey) yönteminden yararlanılmıştır. Araştırma, Elazığ ilinde görev yapan 644 sınıf öğretmeni üzerinde gerçekleştirilmiştir. Araştırmacılar tarafından hazırlanan bir ölçek yoluyla elde edilen verilerin çözümlenmesinde frekans, yüzde, aritmetik ortalama tekniklerinden yararlanılmıştır. Yapılan analiz sonuçlarında, öğretmenlerin, ilköğretim programlarının öğrencilerin yansıtıcı düşünmelerini geliştirmedeki katkısına ilişkin görüşlerin geneline katıldıkları belirlenmiştir. Bu durum, ilköğretim programlarının öğrencilerin yansıtıcı düşünmelerini geliştirmedeki katkısına yönelik öğretmen görüşlerinin genel olarak olumlu yönde olduğunu göstermektedir. Öğretmenlerin görüşlere katılma düzeylerine göre, programların genel olarak öğrenme ortamının ve değerlendirme sürecinin öğrencilerin yansıtıcı düşünmelerinin geliştirilmesini olumlu yönde etkilediği görüşündedirler. Bununla birlikte, öğretmen görüşlerine göre, programların öğrencilerin yansıtıcı düşünmeleri ile bağlantılı olarak kişisel gelişimlerine de katkı sağladığı belirlenmiştir.Anahtar Kelimeler: İlköğretim programları, yapılandırmacı öğrenme yaklaşımı, yansıtıcı düşünme Abstract Development of higher order thinking skills of students is of great importance to the the 2005 primary education curriculums set forth on the basis of constructivist approach. One of the higher order thinking styles is reflective thinking. This study is performed to investigate the contributions of primary education curriculums to the development of reflective thinking abilities of students from the perspective of teacher comments. The study is descriptive and utilized survey method. 644 classroom teachers, who currently serve in the Elazığ province particiated in the study. Data collected with a scale developed by the researchers and analyzed with statistical techniques such as frequencies, percentages, and means. Analysis of the data revealed that most of the teachers agreed with the thoughts that primary school curriculums contribute to the development of reflective thinking abilities of students. This finding shows that teacher perceptions on primary school curriculums from the angle of developing reflective thinking abilities of students are generally positive. According to the degree of teachers' agreements with the statements in the inventory, it can be concluded that the teachers think that the primary school curriculums, learning environment in general and evaluation processes effect the reflective thinking abilities of the student in a positive way. Together with this, according to the teacher perceptions, curriculums help st...