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The purpose of the present research is studying the effects of information and communication technologies (ICT) assisted project based learning practices on ICT integration skills of pre-service classroom teachers. The research adopted a mixed method. The quantitative dimension of the research was designed with pre-test-post-test control groups. The qualitative dimension was conducted as a case study. The work group of the research consisted of 72 pre-service teachers, who studied at the third grade of the department of the classroom teaching of a state university in the province of Konya in 2015-2016 academic year; 34 of the participants were included in the experiment group and 38 were included in the control group. ICT Self-Efficacy Perception Scale (ICT-SEPS) and ICT Attitude Scale (ICT-AS) used as the quantitative data collection tools for the present research were obtained from the literature. The interview form used to collect the qualitative data of the research was developed by the researchers in accordance with the related literature. Comparison of the data collected before and after the 12-week experimental procedure revealed that ICT assisted project based learning practices had positive effects on ICT self-efficacy perceptions and attitudes and accordingly expected ICT integration levels among pre-service teachers.

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The purpose of the study is to define the reading comprehension strategies considered by pre-service classroom teachers to be applicable in the classroom and their practical designs related to these strategies in terms of selecting text appropriate strategy, and full and correct use of the strategies in reading process (pre-reading, during-reading, post-reading, whole reading process) in accordance with the conceptual framework defined in the literature. The study has been conducted as a case study which is one of the qualitative research designs. The sampling group has been composed of 140 undergraduate students. Data collected through interviews, have been analysed with the help of document analysis method. Results indicate that pre-service teachers have used almost half of strategies defined as pre-reading strategies in the literature. Among the used strategies, the most repeated ones are guesses by visuals and stimulating prior knowledge. According to another finding of the study, pre-service teachers used only a few of the during-reading strategies defined in the literature. Finally, pre-service teachers designed post-reading strategies the most, and the strategy variation was accordingly the most for post-reading.

The purpose of the research is to evaluate the games prepared by pre-service classroom teachers within the scope of "Mathematics Teaching 1" and "Mathematics Teaching 2" courses, which are included in the undergraduate classroom teaching programs in Turkey, and to make predictions on the game design skills of pre-service teachers through them. The study has been conducted as a case study which is one of the qualitative research designs. The sampling group has been composed of 108 mathematical games designed by 386 undergraduate students, who were third year students at Necmettin Erbakan University, department of classroom teaching in 2015-2016 academic year, fall and spring semesters. Data collected through interviews and observations have been analysed with the help of descriptive analysis method. Results indicate that pre-service teachers failed at designing games that are satisfactory in terms of "Game Rules", "Goals and objectives", "Outcomes and feedback" and "Interaction". This can be taken as one of the main indicators of general failure in game designs. According to the other findings, game designs developed by pre-service teachers were partially or completely satisfactory in terms of "Conflict (Competition, challenge, and opposition)" and "Story"