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All the behaviors necessary for the teacher to be qualified and able to fulfill his responsibilities are directly related to the training he / she will receive during pre-service. Pre-service training includes theoretical knowledge and skills as well as practical work carried out in schools. This study aims to investigate the problems of preschool teacher candidates facing in teaching practice. Design & Methodology: Relational survey model was used in the research. The sample of the study consists of 4th grade students that take Teaching Practice course at Inonu University, Faculty of Education, Preschool Teaching Programme. The data was collected through the questionnaire developed by the researchers. The questionnaire was implemented on 99 preservice teacher. The data analysis were done by using frequencies, percentage, mean and chi square via statistical package programme. Implications & Suggestions: It is concluded that teachers partially, face the lack of material, paying all the expences for the materials, crowded classrooms, not being able to implement the theoretical knowledge they had at university; students' not following the teachers' instructions, being in different levels, being unwilling towards the activities and being unwilling to take part in the activities. Based on these results, some suggestions have been made.

The main purpose of this study was to develop a valid instrument which can reliably measure the affective behaviors of young learners of English. To obtain the content and face validity of the scale, the items developed based on the review of relevant literature were assessed by an expert panel. The construct validity of the scale was tested through two independent pilot studies using exploratory (EFA) and confirmatory (CFA) factor analysis techniques. The data were obtained from 194 and 339 4 th and 5 th grade students in successive studies. The analyses revealed a 4-factor structure with satisfactory model-data fit indices: X 2 /df=1.371; RMSEA=0.033; RMR=0.019; Standardized RMR= 0.044; GFI=0.95; AGFI=0.93; NNFI=0.97; CFI=0.98]. The factors of the 17-item 3-point Likert type scale were designated as Attitudes toward learning foreign languages and English lesson, Motivation: Desire and effort to learn a foreign language, foreign language anxiety, and Attitudes toward foreigners and other cultures. These four factors together explained 53.88% of the total variance. Item-total correlations and Cronbach Alpha coefficients were estimated to test the internal consistency of the scale, and test-retest correlations were estimated to test the temporal reliability of the scale. The results showed that scale is reliable in terms of internal consistency and temporal reliability.

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The purpose of this research is to investigate the attitudes of elementary education students towards the use of Smart Board (SB) in lessons. The study is based on the associational survey model from quantitative research methods. The study was conducted on students attending at 4th to 8th grades of three schools, both primary and secondary stages, in Malatya province during 2016-2017 academic year. "Smart board attitude scale-SBAS" by Şad (2012) composed of 10 items and 5-point Likert scale was used in order to collect data. The result of the study revealed that elementary education students have a positive attitude on smart board usage in general. There was no significant difference in terms of gender while there was a significant difference in terms of the number of students in the classes, school type and grade.