The purpose of this study is to determine the factors affecting the intercultural sensitivity perception levels of Psychological Counseling and Guidance students. This study was conducted in Pamukkale University which is located in the western part of Turkey. Data were gathered from 524 freshmen, sophomore, junior and senior students who are studying in the Psychological Counseling and Guidance department. The study was designed as a survey research. As a data collection tool, "Intercultural Sensitivity Scale" which was developed by Chen and Strasto (2000) and adapted to Turkish language by Bulduk, Tosun, and Ardıç (2011) was employed. In the analysis of the data, the t-test and the one-way analysis of variance (ANOVA) were used. According to the findings of the study, it was determined that the more grade level rises, the more students' intercultural sensitivity perception level increases. It was found that the intercultural sensitivity perception levels were higher for students who stated that their experiences during undergraduate studies affected their views on cultural differences positively and for those having lived with various cultures than other participants. It was also found that the factors affecting the intercultural sensitivity perception level of students who are studying in Psychological Counseling and Guidance department are such; grade level, experience in undergraduate level, the longest place of settlement, a situation of being with different cultures. When the situation of being with different cultures increases intercultural sensitivity is considered, making widespread of international and national student exchange programs such as ERASMUS and FARABI and arranging educational settings by giving place for interaction with various cultures might be suggested.

The purpose of the study is to see whether intercultural communication, an elective course, taught through case analyses in the department of English language teaching is effective on the level of students’ intercultural sensitivity. For this purpose, we conducted the study based on the explanatory sequential design. The participants were senior students (teacher candidates) in English Language teaching department in Pamukkale University in Turkey. The participants were in two elective courses: intercultural communication and sociolinguistics. The data were collected through intercultural sensitivity scale quantitatively and group focused interviews with students and instructors qualitatively. The quantitative data were analyzed by means of ANOVA for mixed measures to compare the means of two groups. In addition, qualitative data were analyzed through content analysis in terms of emerging codes and themes. Our results indicated that the contribution of intercultural communication course to the development of intercultural sensitivity among students was significant. Both the students and the instructor revealed in the interviews that the activities carried out throughout the semester contributed a lot to increase their awareness towards intercultural communication components and to the development of their intercultural sensitivity.

<span>A pedagogical formation certificate is required to become a teacher in secondary schools in Turkey. This certificate program, which is required to obtain in addition to a bachelor’s degree from any faculty other than the education faculties, aims at providing the knowledge, capabilities and attitudes required by the profession of teaching. This study aims at determining the perceptions of prospective teachers attending the pedagogical formation program about the properties of a good teacher. Data were collected using a survey comprising an open-ended question and content analysis was conducted to obtain the themes in this study, which adopted a descriptive method. Based on the properties of a good teacher, expressed by the prospective teachers, the themes “personal characteristics”, “enforcement of teaching process”, “establishing a democratic classroom environment” and “assessment and evaluation” are obtained.</span>

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Değerlendirme süreci, örtük programı etkili biçimde ortaya çıkaran unsurlardan biridir. Bu araştı rmada; değerlendirme sürecinin öğrenciler üzerindeki amaçlanmamış etkilerini ve değerlendirme sürecine ilişkin öğreti m elemanı ve öğrenciler arasındaki farklı yorumlamaları ortaya çıkarmak amaçlanmıştı r. Araştı rmada, nitel araştı rma yöntemlerinden durum çalışması ve durum çalışması desenlerinden "iç içe geçmiş tek durum" deseni kullanılmıştı r. Kullanılan yöntemin gücünü artı rmak amacıyla yöntem ve veri çeşitlemesine gidilmişti r. Yöntem çeşitlemesinin sağlanabilmesi amacıyla, "gözlem" ve "görüşme" yöntemlerine yer verilmişti r. Veri çeşitlemesinin sağlanabilmesi için de "gözlem yapılan sınıfl ar" ve "görüşme yapılan kişiler" farklı veri kaynakları olarak kullanılmıştı r. Çalışma alanını Hacett epe Üniversitesi Eğiti m Fakültesi İlköğreti m Bölümü Sınıf Öğretmenliği Anabilim Dalı oluşturmaktadır. Veri toplamak amacıyla "Sınıf içi gözlem formu", "öğreti m elemanı görüşme formu" ve "öğrenci odak grup görüşme formu" kullanılmıştı r. Araştı rma kapsamında elde edilen veriler üzerinde içerik analizi yapılmıştı r. Öğrencilerin değerlendirme sürecinde edindikleri deneyim, başarılı olmak için öğretme-öğrenme sürecinde öğrenci katı lımının ve çabasının önemli olmadığı ve ezbere dayalı öğrenmenin yeterli olduğu algısına neden olmaktadır. Öğrencilerin başarılı olmak için seçici davranma ve öğreti m elemanının gözüne girme biçiminde takti kler gelişti rdikleri sonuçlarına ulaşılmıştı r.