This study attempted to evaluate the views of senior preservice preschool teachers on the efficacy of drama activities in their field experience in terms of the effect of students' learning, socialization, individual or group work skills and school connectedness and also disclosed the suggestions of senior preservice preschool teachers for faculty members who give drama lectures regarding the delivery of drama course. The study group included 51 (Female = 37, Male = 14) senior preservice preschool teachers studying in the Faculty of Education at Cumhuriyet University, Turkey in the spring semester of the 2016-2017 academic year. Data were collected through an interview form including five semi structured questions that were prepared in line with the aim of the study by the researchers. The data were analyzed using MAXQDA-11, qualitative data analysis software, and descriptive analysis technique. Main themes were generated and then the views were aligned under the themes. The findings revealed that senior preservice preschool teachers had positive views regarding the impact of drama activities in their field experience. In-service training programs were suggested to be designed systematically for professional development of preservice teachers.

The purpose of this study is to investigate preservice preschool teachers' self-efficacy beliefs and attitudes toward the teaching profession. The population of the present study consisted of 855(Female= 729) preservice preschool teachers studying at the Faculty of Education, Cumhuriyet University, in the fall semester of the 2015 -2016 academic year. This study used mixed methods, both quantitative and qualitative methods. There were two samples (n = 407and; n = 278). While the quantitative phase of the study involved a descriptive research design, the qualitative phase included a case study research method. Quantitative data were collected through Preschool Teachers' Self Efficacy Beliefs Scale and Teaching Profession Attitude Scale. In qualitative method, preservice preschool teachers were asked to describe their perceptions about teaching profession through a metaphor. Quantitative results revealed that preservice preschool teachers had high level of selfefficacy beliefs and positive attitudes toward teaching profession. With regard to the gender differences, the analyses indicated that females had more selfefficacy beliefs and positive attitudes toward teaching profession than did their male counterparts, but the differences were not statistically significant. In terms of grade level, while the senior and junior participants had higher level of self-efficacy beliefs and attitudes toward teaching profession than freshmen and sophomore participants, a meaningful difference was only observed in the subscale of Harmony between the1 st and 3 rd grades favoring 3 rd grade. There was also a positive and small correlation between the participants' self-efficacy beliefs and their attitudes towards teaching profession. Qualitative results were obtained from 75 metaphors which were classified under nine categories. In line with the codes and their categories, it can be interpreted as the participants have positive attitudes toward teaching profession through metaphors. Therefore, qualitative part of this study supports the findings revealing the preservice preschool teachers' positive attitudes toward teaching profession.

This study aims to evaluate the effectiveness of reverse inclusion, which is a pilot study in the place where the study was conducted, in line with the views of teachers, school principals and parents of children with special educational needs (SEN) and with typical developmental characteristics (TDC). Data were collected from a total of 46 participants (preschool teachers (N = 19); school principals (N = 3) working in the special education kindergarten included in the study and the parents whose children have attended this institution as students (N = 24; 16 parents of children with TDC; 8 parents of children with SEN through semi-structured interviews using maximum variation sampling and analyzed through Maxqda 11 program. Codes and themes were created by conducting the content analysis. Students with TDC could not progress in line with their speed, their learning was minimized and, they modelled and imitated the negative behaviors of their friends with SEN. Although it has contributed positively to socialization, participation in games and communication skills of the students with SEN, insufficient time and crowded classrooms to take care of their individualized education emerged as main problems. It is recommended that class sizes for reverse inclusive practices should be reduced.

This study aimed to examine a qualified preschool education program in more detail, to reveal the problems experienced by the child and to make useful determinations for the solutions of them and to shed light on the researchers in the following years by contributing to the literature. The study group of the study, selected according to the criterion sampling method, consisted of 201 articles on preschool education program published in the last 7 years (2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020) within the scope of the program updated in 2013. The data were collected by scanning the relevant articles published between 2013-2020 in the Dergipark database. Categories and codes were created with the content analysis through MAXQDA program. The results revealed that non-school factors had a great influence on preschool education, the program was prepared by considering the developmental characteristics of the children and a spiral relationship with educational programs of other courses, and teachers may have problems during the implementation phase due to physical inadequacies and lack of experience. While implementing the pre-school education program, it was suggested that in-service training programs for teachers should be organized, more studies on family education and developing the research skills of children. should be carried out.

Eğitimde fırsat eşitliği ilkesini yerine getirmek için toplumda özel gereksinimli bireylerin eğitimlerinin ön plana alınması ve bu bireylere özel eğitim hizmetleri sunulması gereklidir. Kaynaştırma uygulamaları özel gereksinimli (ÖG) öğrencilerin tipik gelişim özelliği gösteren (TGÖG) akranlarıyla birlikte aynı ortamda eğitimlerini sürdürmelerini sağlamaktadır. Bu araştırmada kaynaştırma uygulamalarının etkililiğini belirlemek amacıyla yakın zamanda yapılan araştırmaların meta-analiz yoluyla nicel sentezlenmesi amaçlanmıştır. Bu bağlamda 2000-2019 yılları arasında yapılan, deneysel/yarı deneysel desene dayalı çalışmalar dâhil edilme ölçütleri doğrultusunda ulusal ve uluslararası veri tabanlarından taranmıştır. Bu çalışma, PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols) rehberliğinde yapılmıştır. Literatür taraması sonucunda yarı deneysel ve deneysel desenlerin uygulandığı ve gruplar arasında karşılaştırmaların yapıldığı 62 çalışmaya ulaşılmıştır. Ancak dâhil edilme ölçütlerine uygunluk gösteren 36 çalışma (14 doktora tezi, 10 yüksek lisans tezi, 11 makale ve 1 konferans bildirisi) bu çalışma kapsamında değerlendirilmiştir. Çalışmaların etki büyüklüğü, heterojenlik testi, ara değişken analizleri ve yayım yanlılığı analizleri Comprehensive Meta-Analysis programı (CMA 3.0) kullanılarak yapılmıştır. Bulgular rastgele etkiler modeline göre ele alınmış ve Cohen'in ölçütlerine göre yorumlanmıştır. Kaynaştırma uygulamalarının etkililiği "büyük etki büyüklüğü" düzeyinde bulunmuştur (g= 1.328). Ayrıca, araştırmaya dâhil edilen çalışmaların etki büyüklükleri uygulama yapılan grup (öğretmen, öğrenci) ve okul kademe değişkenlerine göre de hesaplanmıştır. Grup düzeyleri açısından hem öğretmenler hem öğrenciler grubunda uygulamaların etkililiği "büyük etki büyüklüğü" düzeyinde bulunmuştur. Okul düzeyleri açısından yükseköğretim düzeyinde "orta etki büyüklüğü" görülürken, diğer tüm grupların "büyük etki büyüklüğüne" sahip olduğu ortaya çıkmıştır. Kaynaştırma uygulamalarının etkililiğinin öğrenciler ve öğretmenler açısından büyük etki düzeyinde, öğretmen adayları açısından orta etki düzeyinde olduğunu ortaya çıkaran bu çalışmanın sonuçlarından birtakım çıkarımlar sağlanabilir.