A cross-national descriptive research method was used to explore Turkish and English student teachers' views about intelligence, and the factors which shape them. The "Adult Version of The Implicit Theory of Intelligence Scale" [1], and the Turkish version of this scale [2] were used to investigate the views of 114 English and 201 Turkish students of Primary Education. A semi-structured interview was also used with a sub-group of the students. The findings reveal that the Turkish students, on average, scored more highly in relation to entity intelligence theory than in relation to incremental intelligence theory, and the English students, on average, scored more highly in relation to incremental intelligence theory than to entity intelligence theory. In addition, when comparing the average scores in relation to incremental intelligence theory, the scores of the English students are significantly higher than those of the Turkish students.

The aim of this study is to determine the relationship between the way that teacher candidates perceive the teaching approaches used by the instructors at the faculty of education and the learning approaches they prefer. The study group of this research was composed of 525 students from different departments of the faculty of education to determine the relationship between the teaching approaches and the learning approaches. As a result of the research, it was determined that the means of Information Transfer-Teacher - Focused (IT-TF) approach were higher than Conceptual Change-Student-Focused (CC-SF) scores across university departments and grade levels. It was also determined that the means of the deep and strategic learning approach across university departments, genders and grade levels were higher than the mean scores of the surface learning approach. In addition, there was a strong, positive and significant relationship between the mean score of IT-TF and the mean score of CC-SF, whereas it was found that there was a small, positive and significant relationship between the mean scores of IT-TF and CC-SF and DLA and SLA.

This study aims to determine the effect of case-based curriculum (CBC) on the cognitive and affective characteristics of the pre-service teachers. The case-based curriculum was developed within the scope of the "Introduction to Educational Science" course at the university level. It was applied to experimental groups by two different methods that are CBL1 and CBL2, respectively. The CBL1 was implemented through the presentation of the unit subjects, applying the teaching strategy and using the cases, while CBL2 was implemented by ensuring students to reach information through the cases rather than the presentation of the unit subjects by the instructor. The study used a mixed method approach which employed the semi-experimental methods for data collection using pretest-posttest control group design. The study group consists of 334 freshmen taking the "Introduction to Educational Science" course, of education faculties of two different universities. The purposive sampling technique was used to select these students. The result of the study indicates that there was a significant difference in the course "introduction to educational sciences" in favor of the experimental groups in terms of their learning levels. In interviews with students; it has been found that case-based learning (CBL) techniques have a positive impact on students' socialization and communication skills development, and support cooperation. In addition, a large majority of the students stated that CBL contributes to their interest to the course as well as their awareness towards and adoption of the teaching profession. Therefore, CBL can be taken as a basis for developing curricula and the effectiveness of these curricula can be viewed in terms of improving the cognitive, social and affective skills of students.