<span lang="EN-US">It is important to develop a critical perspective in terms of interpreting the messages to be given to the individuals through media and questioning the authenticity and content of these messages. It is therefore necessary to train the individuals called media literate who can critically perceive and evaluate the information conveyed through the media to increase the positive effects of the media and to reduce their negative effects as much as possible. The purpose of the current study is to investigate the effect of the pre-service teachers’ critical thinking disposition on their media literacy. The study employed the relational survey model, one of the quantitative research methods. In order to collect data, a personal information form, the Critical Thinking Disposition Scale, and the Media Literacy Level Determination Scale were used as the data collection tools. As a result of the study, the critical thinking disposition of the pre-service teachers was found to be medium and their media literacy was found to be high. The critical thinking disposition was found to be varying significantly depending on their gender and grade level; their media literacy was found to be varying depending on grade level but not on gender. There is a positive but low relationship between critical thinking disposition and media literacy and critical thinking is a significant predictor of media literacy.</span>

Çalışmanın amacı, sınıf öğretmeni ve öğretmen adaylarının öğretmenlik mesleği genel yeterlikleri açısından kendilerini hangi düzeyde gördüklerini belirlemektir. Çalışmada nicel araştırma desenlerinden tarama modeli kullanılmıştır. Çalışma grubunu, bir üniversitenin sınıf öğretmenliği anabilim dalı son sınıfında eğitim gören öğretmen adayları ile devlet ilkokullarında görev yapmakta olan sınıf öğretmenleri oluşturmaktadır. Katılımcıların öğretmen yeterliklerine ilişkin değerlendirmelerini belirlemek amacıyla hazırlanan veri toplama aracında Milli Eğitim Bakanlığı [MEB] tarafından yayınlanan öğretmen mesleği genel yeterlikleri formundaki mesleki bilgi, mesleki beceri, tutum ve değerler başlıkları altında yer alan maddelerden yararlanılmıştır. Araştırma sonucunda öğretmen genel yeterliklerine ilişkin sınıf öğretmeni adaylarının öğretmenlere göre kendilerini daha yüksek puanla değerlendirdikleri ve daha yeterli gördükleri sonucuna ulaşılmıştır. Elde edilen sonuçlar doğrultusunda öğretmen adaylarının genel yeterlik algılarının aynı grupların mesleğe başladıktan sonra da belirlenmesi önerilmiştir.

The purpose of the current study is to determine the relationship between the pre-service classroom teachers' epistemological beliefs and techno pedagogical subject-area competencies. While the universe of the study is comprised of a total of 187 senior pre-service teachers attending the Department of Classroom Teacher Education in Mugla Sıtkı Kocman University in 2014-2015 academic year, the sampling consists of 141 pre-service teachers selected through the random sampling method from among the universe. The reason for selecting the senior students for the universe of the study was that they had already taken the subject-area, pedagogical and general culture courses. In the collection of the research data, The Techno Pedagogical Competency Scale and Epistemological Belief Scale and a personal information form were used. The data were analyzed by using IBM SPSS 21.0 program package. During the analysis process, first it was tested whether the data display a normal distribution and after it was determined that the data show a normal distribution, from among the descriptive statistics, t-test and one-way ANOVA were used to reveal the differences and Pearson-product Moment Correlation Coefficient analysis was used to elicit the correlations. The analyses revealed that the pre-service classroom teachers' level of techno pedagogical competencies is high and their level of epistemological beliefs is medium. Gender and academic grade point average were found to be not leading to significant differences in their techno pedagogical subject-area competencies. Moreover, a negative and significant correlation was found between the pre-service classroom teachers' techno pedagogical subject-area competencies and epistemological beliefs.

Today, in every passing moment, a new piece of information is acquired and the accumulation of this information leads to social and technological developments. Therefore, today, individuals are expected to rapidly adjust to innovations. As such, individuals should be open to innovations and willing to adopt innovations; that is, they need to be innovative. In this regard, most of the responsibility for training innovative individuals within formal education should be assumed by classroom teachers as they are working in the first stage of compulsory education. In order to be able train innovative individuals, classroom teachers should posses the characteristics of innovativeness. Therefore, the purpose of the current study was set to be to determine the pre-service classroom teachers’ state of innovativeness and investigate it in relation to different variables. The current study was conducted on 322 pre-service classroom teachers randomly selected from among the classroom teachers attending a university in 2014-2015 academic year. In the collection of the data, “Personal Innovativeness Scale” adapted to Turkish by Kılıçer and Odabaşı (2010) was employed. In the current study, the internal consistency of the scale was found to be .74. At the end of the study, it was found that the pre-service classroom teachers’ mean personal innovativeness level is medium and the state of their innovativeness varies depending on gender in favor of the female pre-service teachers. Moreover, the male pre-service teachers were found to be more resistant to change than the female pre-service teachers. The grade level and academic achievement variables were found to be not significantly affecting the pre-service classroom teachers’ state of innovativeness. In light of these findings, it was suggested that pre-service teachers should be given adequate training during their pre-service education so that they could design activities to educate their prospective students as innovative individuals.

Metacognitive awareness is a variable that is thought to affect beliefs in  problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.