<p style="text-align: justify;">The investigation of epistemological beliefs has become important in both pre-service and in-service education of teachers. Different scales have been developed to determine teachers’ epistemological beliefs. The same scale yields different results in different cultures especially due to the cultural aspects of education. Therefore, testing the scales in different cultures contributes to their use. Within this framework, the scale developed by Schommer and adapted to Turkish culture by Deryakulu and Büyüköztürk was adapted to Kosovo culture. In the study, whether the Albanian, Bosnian and Turkish versions of the scale support the same factor structure was tested by employing the quantitative research method. First, the Epistemological Belief Scale was translated into Albanian and Bosnian and expert opinion was received. The scale was applied to 200 teachers who serve in schools where education languages are Albanian, Bosnian and Turkish. The scale comprised 35 items and 3 factors. Linguistic equivalence was prioritized, as the study was carried out in Kosovo. The Confirmatory Factor Analysis was employed to confirm the suitability of the three-factor structure of the scale. The analyses were carried out separately for each language and revealed acceptable fit indices. Reliability analysis produced satisfactory results.</p>

AN ANAYLSIS ON PRE-SERVICE TEACHERS' TEACHING CONCEPTION ABSTRACTThe purpose of this study is to determine whether the pre-service teachers' teaching conceptions differ with regards to different variables. The participants of the study consisted of 1021 male and 990 female preservice teachers who have taken the teaching internship class at the senior class in faculty of education. The data were gathered with fivepoint Likert type Teaching Conception Scale. Data were analyzed using Independent-Samples t Test and One Way Variance Analysis methods as well as descriptive analysis. According to the results of the study female preservice teachers have more student centered teaching conception rather than male pre-service teachers. The pre-service teachers who are educated in mathematics and science departments have more teachers centered teaching conception and adopt less student centered strategy in comparison with the pre-service teachers who are educated in social sciences. The results of the study demonstrate that for developing student centered teaching conception of pre-service teachers, teacher educators should be role model and student centered instruction methods should be used especially in science and technology departments.

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This is a qualitative study analyzing the effect of Turkish culture on Kosovo education system within the framework of hidden curriculum. In terms of methodology, it is a case study collecting data by means of interviews, observations, and document analysis. A combination of descriptive and content analysis techniques was used in data analysis. The research showed that Kosovo Turks possess the identity consciousness necessary to conserve their culture. The language, culture, and identity, which are the key stones of culture, are present in the young generation, as well as in the middle aged and the elderly. The study revealed various hidden curriculum elements showing the effect of Turkish culture on Kosovo education system. The main finding of the study is that cultural transmission takes place in hidden curriculum through teachers, in-class and extensive activities, and course books. The study concluded that Kosovo Turks, who have suffered intense pressure from different ethnic groups in the educational, social, and political spheres so far, now show serious commitment to their culture. This is indicative of that Turkish culture will be transferred to the younger generations in the future.