The primary aim of this study was to investigate the effect of a scientific research methods course delivered through flipped learning on teacher candidates' attitudes towards scientific research and the course, and examine the teacher candidates' and instructors' experience in the process. The convergent parallel design was adopted in the study, and the participants were 102 elementary education teacher candidates taking the scientific research methods course at a Turkish university. Throughout the 12-week course, the students were presented the theoretical knowledge, materials and presentations related to the course by means of a distance learning platform, while discussions and activities were held in the classroom environment. All the activities performed and the problems that emerged were discussed among the researchers, and the necessary corrections and modifications were reflected to the classroom and online environments. In the data-gathering process, observations, interviews, reflective diaries and quantitative instruments were employed. The results showed that there were some problems in the implementation of flipped learning, the students developed negative attitudes towards scientific research and the scientific research methods course, and the existing learning culture was an important factor in the effectiveness of flipped-learning practices.

After graduating from the faculties of education in Turkey, some of the teachers start working gravitate towards graduate education. Within or at the end of the process, these teachers start working as teacher educators at universities by finding positions or at least try to accomplish that. We do not have considerable knowledge of what these individuals experience in the process of transition from being a teacher to being a teacher educator. In this study, an attempt was made to examine the experiences of a primary school teacher

Studies focus on the importance of developing decision-making skills, which are among thinking skills, at early ages and highlight that these skills, if not developed at early ages, lead to some problems at the later stages of individuals' lives. Curricula on the level of primary school in Turkey, based on their visions, aim to train individuals with decision-making skills. In reaching this objective, it is important to determine what type of problems are experienced in the process, to what extent objectives can be reached and what the factors that affect the process are. With this mixed method study, it was aimed to examine the problems experienced in and the existing situation of development of decision-making skills. The design of the study was adopted as the convergent parallel design. The participants of the study consisted of 9 teachers who served as 4 th grade teachers and 543 4 th grade students from different socioeconomic levels. As the data collection instruments, the study utilized a "Student Personal Information Form", the "Decision-Making Skills Scale", "Decision Rules Implementation Test", "Choices and Outcomes Activity" and semi-structured interviews developed by the researcher. The results of the study showed that the teachers needed information and guidance in terms of teaching decision-making, they experienced problems related to the curricula and families in the process, and approximately half of the students had difficulties in terms of defining-expressing decision-related problems. Additionally, in teaching decision-making, problems based on the teacher, the curricula and the families were experienced, and these problems had negative effects on the development of the decision-making skills of the students.

ÖZETBu araştırmanın amacı öğretim elemanlarının ölçme ve değerlendirme yeterlik algılarının belirlenmesidir. Betimsel türde olan bu araştırmanın örneklemini 2011-2012 eğitim öğretim döneminde 11 Üniversitenin Eğitim Fakültesi'nde görev yapan 337 öğretim elemanı oluşturmuştur. Araştırma verileri, araştırmacı tarafından geliştirilen nicel veri toplama aracı ve bilgi formu ile elde edilmiştir. Geliştirilen ölçme aracı 5 faktörlü bir yapıya sahip olup, faktör yükleri 0,41 ile 0,85, Cronbach Alfa iç tutarlık katsayıları 0,66 ile 0,85 arasında değişmektedir. Geliştirilen aracın test-tekrar test güvenirliği ise 0,72'dir. Öğretim elemanlarının ölçme aracına verdikleri cevap ortalamaları doğrultusunda, cinsiyet, öğrenim durumu, uzmanlık alanı değişkenlerinde anlamlı farklılaşmanın olduğu, kıdemin bu farklılaşmada etkili bir değişken olmadığı gözlenmiştir. Bu araştırmada yükseköğretimde ölçme ve değerlendirme konusunda öğretim elemanlarının eksikliklerinin olduğu belirlenmiş ve araştırma bulguları doğrultusunda önerilerde bulunulmuştur.

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