This research aimed to evaluate the pre-school curriculum having been put into practice in 2013 in Turkey. This evaluation is based on the Provus's Discrepancy Evaluation Model. The present study employed explanatory sequential design, one of the mixed methods. The reason for the selection of this design is that it enables researchers to determine the extent to which the preschool curriculum has accomplished the designated standards and to conduct in-depth analysis of this extent. The study group of the quantitative dimension of the study consists of 62 preschool teachers who were available and volunteer to participate in the study, in the central province of the city of Muğla. The study group of the qualitative dimension of the study consists of 15 pre-school teachers. The quantitative data of the study were collected by using the preschool curriculum evaluation questionnaire and the qualitative data were collected with a semistructured interview form. The collected quantitative data were analyzed through descriptive analysis and the qualitative data were analyzed with the inductive content analysis. As a result of these analyses, it was concluded that according to the pre-school teachers, the pre-school curriculum has been able to reach the designated standards to a great extent; yet, in terms of the family participation, guidance and learning centers, the standards have not been met at the desired level.

The aim of this study is to evaluate the initial teacher training programs updated in 2018 in Turkey. In the study, the basic interpretive research design was used. Participants of the study were 32 faculty members from different programs in a faculty of education of a university in the western part of Turkey. Data were collected via face to face interviews using semi-structured interview form. Findings of the study generally revealed that 2018 initial teacher training programs were not prepared in line with curriculum development principles. The faculty members think that the changes in the programs cannot meet the needs of qualified teacher training. They recommended updating the teacher training programs in line with the curriculum development principles, increasing the weekly course hours, adding the implementation hours in the courses and adding the school experience course back to the programs.

Y Y üksekö¤retim kurumlar› ülkelerin gelece¤ini belirleyen bilginin üretildi¤i ve bu bilgiyi kullanarak yeni bilgileri üretecek insan kaynaklar›n›n yetifltirildi¤i kurumlard›r. Bu kurumlar bir yandan toplumun kültürel de¤erle-rini yeni nesillere aktar›rken, bir yandan da üretti¤i bilimsel bilgilerle toplumun gelece¤ine flekil veren kurumlard›r.Yüksekö¤retim kurumlar› içerisinde yüksekokul ve akademilerden daha çok meslek eleman› yetifltirmeleri beklenirken (Baskan, 2001), üniversitelerden bilimsel çal›flmalar›n yan› s›ra e¤itim-ö¤retim hizmetleri ile meslek insanlar› yetifltirmeleri, araflt›rma yapmalar›, topluma hizmet sunmalar› ve gelece¤in bilim insanlar›n› yetifltirmeleri beklenmektedir (Erdem, 2012;Gediko¤lu, 2013). Ampirik Araflt›rma / Original Empirical Research www.yuksekogretim.orgAraflt›rman›n amac›, ö¤retim eleman› ve ö¤renci alg›lar›na göre e¤itim fakültesi ö¤retim elemanlar›n›n e¤itim-ö¤retim ve ö¤renciye karfl› sorumluluklar›yla ilgili etik ilkelere uygun davranma düzeylerini ortaya koymakt›r. Araflt›rman›n çal›flma grubunu bir devlet üniversitesinin e¤itim fakülte-sinde görevli 121 ö¤retim eleman› ve farkl› programlara devam etmekte olan 339 dördüncü s›n›f ö¤rencisi oluflturmaktad›r. Araflt›rman›n verileri Yüksekö¤retim Kurulu taraf›ndan belirlenmifl olan Yüksekö¤retim Kurumlar› Etik Davran›fl ‹lkeleri temel al›narak gelifltirilen veri toplama araçlar› ile toplanm›flt›r. Veri toplama araçlar›, belirlenen ilkelerden ö¤retim eleman›n e¤itim-ö¤retim ve ö¤rencilere karfl› sorumluluklar› boyutlar›yla s›n›r-l›d›r. Araflt›rma verilerinin çözümlenmesinde aritmetik ortalama, standart sapma ve MANOVA kullan›lm›flt›r. Araflt›rmadan elde edilen sonuçlar, ö¤retim elemanlar› ve ö¤rencilerin ö¤retim elemanlar›n›n ö¤rencilere karfl› sorumluluklar›yla ile ilgili etik ilkelere uygun davranma düzeyine iliflkin alg›lar›n›n benzer, e¤itim-ö¤retim sorumluluklar› ile ilgili etik ilkelere uygun davranma düzeylerine iliflkin alg›lar›n›n ise farkl› oldu¤unu göster-mifltir. Cinsiyet, k›dem ve akademik unvana göre ö¤retim eleman› alg›la-r›, cinsiyet ve akademik baflar› de¤iflkenlerine göre ö¤renci alg›lar› anlaml› bir farkl›l›k göstermemifltir.Anahtar sözcükler: Akademik etik, akademik etik ilkeler, akademik sorumluluklar, etik alg›, yüksekö¤retimde etik.The purpose of the study is to set out the extent to which academic staff in education faculty comply with the ethical principles on their responsibilities related to teaching and students according to perceptions of students and academic staff. Participants of the study were 121 academic staff and 339 senior students attending different programs in Education Faculty of a state university in western part of Turkey. We collected the data by the instruments developed on the basis of "Principles of Ethical Behaviors in Higher Education Institutions" determined by the Turkish Higher Education Council. Among these ethical principles, the data collection instruments used in the study were limited to academic staff's responsibilities related to teaching and students. We used weight...

The purpose of this study is to reveal the views and recommendations of the preschool and primary school teachers on the literacy preparation in Turkish preschool education. The study is designed as phenomenological research. The participants of the study are 12 preschool and 9 primary school teachers who have been teaching actively in the western part of Turkey. The qualitative data was collected through face-to-face interviews and analyzed through content analysis. The findings of the study show that preschool teachers have some confusion on literacy preparation and readiness. While preschool and primary school teachers are of the same opinion about the need for literacy preparation in preschool education, they have different opinions about the literacy preparation activities conducted in preschool education. While preschool teachers think that they get preschoolers ready for literacy, primary school teachers think that first graders in their classes do not come literately ready from preschool education. Teachers participated in the study; think that the lack of collaboration among preschool and primary school teachers, some deficiencies in preschool education curriculum and in the education system, and the preschool teachers’ imperfect knowledge in the literacy readiness are the possible reasons of inadequacy of readiness for literacy in preschool education. They recommend systematic collaboration among teachers, review of preschool education curriculum and providing professional support for preschool teachers to support literacy readiness in preschool education.

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