This study aims to determine the overt and covert patterns that teachers' and prospective teachers' views on the use of information and communication technology (ICT) instruments contain by using the method of data mining. The study group was composed of 192 prospective teachers attending a state university in Ankara, Turkey and 101 teachers working in Ankara-all of whom took part in the study on the basis of volunteering. Teachers' and prospective teachers' views were obtained by means of a scale. Clustering and association rules-algorithms for data mining-were applied to the data collected, and thus the frequently held patterns for teachers' and prospective teachers' views on ICT instruments were found. Consequently, cluster analysis suggested that prospective teachers considered themselves more competent than teachers in terms of computer skills but that teachers were the group having the most positive views. In addition to this, the results of association rules analysis indicated that the prospective teachers and teachers held the opinion that ICT instruments added variety to the teaching-learning process and ensured students' focusing their attention on lessons, also stated that using ICT instruments would increase students' participation in classes.

In this study, the level of emphasis on universal values in coursebooks of English course which prepares students for the global world was analyzed. Survey method was used in this study. Data were collected with document analysis. Secondary school English coursebooks were used as data source to investigate the including level of universal values. While collecting data, trustworthiness, respect, responsibility, fairness, caring and citizenship values taking part in Six Pillars of Character universal value classification was used. In this study, "citizenship" value is handled more extensively and stated as "effective citizenship". In data collection process, Coursebook Analysis Form developed based on the universal value classification was used. The data were analyzed with descriptive analysis method. It is determined that the level of universal values in secondary school English coursebooks is below 20%. For this reason, it was concluded that partaking level of universal values in the books is "inadequate".

This study investigated the impact of a Critical Friends Group (CFG), an inquiry-based professional development model, on Turkish EFL teachers. It was acknowledged that short-term workshops did not provide opportunities for teachers to make connections between the theory presented and the implications that it had for classroom teaching. CFG model accompanied with protocols was thought to be a practical and efficient way of professional development.

This study aims to investigate pre-service teachers' opinions about the technology. In this respect, the opinions of pre-service science and mathematics teachers were taken. The study was carried out at a university, located in the capital of Turkey. The data were collected from 20 pre-service teachers in the department of secondary school science and mathematics education. Criterion sampling was used. Interview form was developed to collect data. The results were presented in four themes: the role of technology in pre-service teacher's life, pre-service teachers' preferences about technology, pre-service teachers' technology competence, and pre-service teachers' opinions about use of technology in educational settings. It is expected that the results of the study will contribute to the revision of teacher education programs in terms of technology use and cultivate the learning environment by using technology more effectively.

The competencies in the science curriculum are important in raising individuals who can solve the problems they encounter in daily life and make innovations in science and technology. At this point, the competencies included in developed countries' science curriculum are a guide for developing countries. To develop science competencies effectively in schools, it is crucial to educate teachers first in the pre-service period according to both competencies of developed countries and the competencies specified in the science curriculum of their country. Therefore, in this research, the science competencies of Singapore, Estonia, Finland, Germany, America, and Turkey were examined first. Then considering these competencies, the science teacher education program of Turkey updated in 2018 by the Higher Education Institution was analyzed. The document analysis method was used in this study. This research shows that the competencies in mostly Germany science curriculum and then respectively, America, Turkey, Singapore, Estonia, and Finland science curriculum, are included in the science teacher education program. It is expected that this study will guide to designing science teacher education program of Turkey according to the competencies in the science curriculum of developed countries and Turkey.