The aim of this study is to determine and evaluate the views of classroom teachers teaching in primary schools over the approaches toward Interestbased Learning in classroom. We asked three open ended questions to the participant teachers to obtain the data: How do you determine the interests of your students? , "What do you usually do to promote your students' skills and interest in learning?" and "How do your students react your attitude to Interest-based Learning Strategy?" A qualitative research method was used to evaluate and compare the views of classroom teachers on the strategies for Interest-based Learning. The research was carried out with the participation of nineteen classroom teachers working in various Primary Schools in some cities in Turkey. The views of classroom teachers obtained through face-toface interviews and e-mails suggest that their approaches toward what they do to promote the students' interest in learning include using adaptive learning for unattended students to foster their interest in learning, communicating with families about students' interests and skills in learning, providing children with preferences including culturally relevant materials and activities, taking the time to get to know the students and one-by one relations with the students. This paper draws attention to the views and practices of classroom teachers as a means of increasing awareness of Interest-based Learning in classroom environment.

ÖZETBu araştırmanın amacı, beden eğitimi ve spor bilimleri özel yetenek sınavına giren adayların bireysel başarı güdüleri ile genel yetkinlik inançlarının incelenmesidir. Araştırma grubunu 2017-2018 eğitim yılı için Erzincan Üniversitesi beden eğitimi ve spor özel yetenek sınavlarına katılan öğrencilerden rastgele seçilen 379 aday (316 erkek, 63 bayan) oluşturmuştur. Araştırmada "Bireysel Başarı Güdüsü Ölçeği", "Genel Yetkinlik İnancı Ölçeği" ve araştırmacılar tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Ölçeklerin geçerlik ve güvenirliği test edilmiştir. Adayların ölçeklerden elde ettikleri puanlar normallik sınamasına uygun olarak bağımsız değişkenlere göre test edilmiştir. Ayrıca adayların bireysel başarı güdüsü puanları ile genel yetkinlik inançları arasındaki ilişkiye bakılmıştır. Verilerin değerlendirilmesinde SPSS 22 ve LISREL 8,7 programları kullanılmıştır. Adayların bireysel başarı güdüsü puanları, giriş sınavını sonucu (Üstünlük ve Farklı Olma alt boyutunda kazananlar lehine) ve cinsiyet (Bireysel Sorumluluk Alma alt boyutunda bayanlar lehine) değişkenine göre anlamlı düzeyde farklılaştığı görülmüştür (p<0,05). Adayların genel yetkinlik ölçeği puanları sınavı kazanma (kazananlar lehine) değişkenine göre anlamlı düzeyde farklılaştığı görüldü (p<0,05). Ayrıca adayların toplam bireysel başarı güdüleri ile genel yetkinlik inançları arasında pozitif yönde anlamlı düzeyde ilişki görülmüştür (r=0,74, p<0,01). Beden eğitimi ve spor bilimlerinde özel yetenek sınavına giren adayların başarılarının, bireysel başarı güdülerinden ve genel öz yeterliliklerinden etkilendiği anlaşılmıştır. Anahtar Kelimeler: Beden eğitimi ve spor bilimleri, bireysel başarı güdüsü, genel yetkinlik inancı, özel yetenek sınavı EXAMINATION OF INDIVIDUAL ACHIEVEMENT MOTIVATION AND GENERAL SELF-EFFICACY OF CANDIDATES ENTERING INTO SPECIAL TALENT EXAM IN PHYSICAL EDUCATION AND SPORTS SCIENCES ABSTRACTThe aim of this research is to examine individual achievement motivation and general self-efficacy of candidates entering into special talent exam in physical education and sports sciences. The research group included 379 candidates (316 male, 63 female) randomly selected from the candidates who participated in Erzincan University physical education and sports special talent exam for the 2017-2018 education year. "Individual Achievement Scale", "General Self-efficacy Scale" and personal information form developed by researchers were used in the research. The validity and reliability of the scales were tested. The scores obtained by the candidates from the scales were tested according to the independent variables according to the normality test. Furthermore, the relationship between individual achievement motivation scores of candidates and their general self-efficacy was examined. SPSS 22 and LISREL 8,7 programs were used in the evaluation of the data. It was seen that the candidates' individual achievement motivation scores differed significantly in the subscales according to the entrance exam result (in favor of successful ones ...

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The purpose of the study is to compare and evaluate the teachers' views upon the workout strategies for helping students motivate themselves in the classroom in terms of such qualities as autonomy, competence, relatedness and relevance. We interviewed with fifteen teachers in primary schools in city of Erzincan, Turkey and compared their views with those of forty-nine teachers from different countries. To obtain the data from other countries, we used the comments of foreign teachers having shared their views with us at Edutopia Blog Page launched by the author. We used a qualitative research method with semi structured interview form to gather data and to compare them with the comments in blog page. Having analyzed, compared and discussed the views of the teachers, we concluded that the teachers in different countries use the same strategies to help their students motivate themselves in the classroom, and the most important motivation strategies that the teachers use in their classrooms are positive relationship with the students, giving choice in academic and social activities, getting to know them, relatedness and autonomy.

Each country has a different cultural origins and tendency to shape its future. Since Turkey's social, economic and geographical conditions differ from those of other countries, the Turkish education system also differs from that of other countries. Quality education and training occurs through effective communication between institutions, teachers, students and families. However, while managing and directing education, the teacher is undergoing loss of motivation and inefficiency in school environment. In the study we tried to find out and investigate the factors causing loss of motivation for the teachers in language teaching. We interviewed eight Language Lecturers teaching English, French, German, Arabic and Turkish Languages at the College of Foreign Language in various universities in Turkey so as to obtain the data. We asked three open ended questions to the lecturers in our study; "What affects your motivation in classroom environment?", What are the factors that cause loss of motivation for you?", What do you do to motivate yourself to teach language?" We used qualitative research method to determine and assess the level of motivation loss, and to compare them regarding the gender of the teachers and the students, the experiences of the teachers and the kinds of the language. The opinions obtained from the lecturers through face to face interview revealed that the implementation of distant-education in English Language courses, indifference of the students to French and German Languages, lack of communication, inadequate social facilities and the alphabet difference of the students coming from Turkic Republics and Arabian Countries were the main reasons for the factors causing motivation loss of the teachers in language teaching.