| GENERAL TRENDS OF STUDIES ON FLIPPED CLASSROOMMODEL: BIBLIOMETRIC MAPPING AND CONTENT ANALYSIS | Dilek TEKE, Muhammed GÜLER, Elif MERAL, Zeynep BAŞÇI NAMLI | 564–587 |
| AN INVESTIGATION OF PRE-SERVICE SCİENCE TEACHERS’ SELF-EFFICACYBELIEFS TOWARDS TEACHING AND THEIR TEACHING SKILLS | Emre YILDIZ, Nesrin ÜRÜN ARICI | 588–603 |
| AN ENRICHMENT IMPLEMENTATION IN THE EDUCATION OF GIFTED STUDENTS:BIOMIMICRY WITH THE MACRO, MICRO, AND SUB-MICRO NATURE OFFRESHWATER CREATURES | Mustafa TÜYSÜZ, Ümmüye Nur TÜZÜN, Tuğçe Deniz TANAALP, Semra MİRİCİ | 604–621 |
| HIGH SCHOOL STUDENTS’ READINESS FOR DISTANCE LEARNING | Ali AKDOĞAN | 622–637 |
| TEACHERS’ PERCEPTION OF CRISIS MANAGEMENT IN SCHOOLS | Gülyüz DEBEŞ | 638–652 |
| AN INVESTIGATION OF INTERACTION AMONG WILLINGNESS TOCOMMUNICATE, ACADEMIC ACHIEVEMENT AND L2- SELF GUIDES | İsmail Hakki MİRİCİ, Şeyda SARI | 653–661 |
| SECONDARY PRE-SERVICE SCIENCE TEACHERS’ COMPETENCE: THEORYTO PRACTICE | Iris April L. RAMİREZ | 662–675 |
| WRITTEN CORRECTIVE FEEDBACK: STUDENTS’ PERCEPTION ANDPREFERENCES | Novilda Angela SARAGİH, Suwarsih MADYA, Renol Aprico SİREGAR, Willem SARAGİH | 676–690 |
| PEER EVALUATION IN WRITING: HOW TO IMPLEMENT EFFICIENTLY | Derya TUZCU EKEN | 691–708 |
| A CONTRASTIVE ANALYSIS OF TRADITIONAL GRAMMAR TEACHING ANDCOMMUNICATIVE LANGUAGE TEACHING IN TEACHING ENGLISHGRAMMAR AND VOCABULARY | Mehmet ÖZCAN, Harun ÇİFTÇİ | 709–729 |
| A SYSTEMATIC REVIEW OF RESEARCH ON TEACHING ANXIETY | Selami AYDIN | 730–761 |
| THE CURRENT STATUS OF IN-SERVICE TRAININGS FOR TEACHERS ANDEXPECTATIONS: DO THEY MATCH? | Ramazan YİRCİ, İbrahim KOCABAŞ, Şerife DURNA | 762–777 |
| THE IMPACT OF GAME-BASED TEACHING PRACTICES INDIFFERENT CURRICULA ON ACADEMIC ACHIEVEMENT | Serdar ARCAGÖK | 778–796 |
| THE ROLE OF PROACTIVE PERSONALITY IN THE RELATIONSHIP AMONGPARENTIFICATION, PSYCHOLOGICAL RESILIENCE AND PSYCHOLOGICALWELL-BEING | Mustafa EKŞİSU | 797–813 |
| TURKISH ADAPTATION OF MOBILE LEARNING READINESSSCALE IN THE FRAMEWORK OF THEORY OF PLANNEDBEHAVIOR | Kibar SUNGUR GÜL, Hüseyin ATEŞ | 814–831 |
| STUDENT TEACHERS ASK: ARE WE WORKERS OR COLLEAGUES? | Alper YETKİNER, Serkan KELEŞOĞLU | 832–852 |
| TEXTBOOKS IN ENGLISH LANGUAGE TEACHING IN VIEW OFGLOBALISATION, LOCALISATION AND GLOCALISATION | Belgin ÖZAYDINLI, Nihal TOPRAKÇI | 853–883 |
| SOCIAL CONNECTEDNESS, GRATITUDE AND DEMOGRAPHIC VARIABLES ASPREDICTORS OF TEACHERS' PERCEPTIONS OF ORGANIZATIONALCYNICISM | Müslim ALANOĞLU, Songül KARABATAK | 884–903 |
| ADAPTING THE SCALE OF COGNITIVE EMOTION REGULATIONSTRATEGIES FOR CHILDREN TO TURKISH: VALIDITY AND RELIABILITYSTUDIES | Olgun TURAN, O. Nejat AKFIRAT | 904–915 |
| THE EFFECT OF GENDER EQUALITY COURSE ON TURKISH COUNSELORCANDIDATES’ GENDER ROLE ATTITUDES AND THEIR SEXISM | Melike KOÇYİĞİT | 916–931 |
| THE EFFECTS OF ENGINEERING DESIGN-BASED MATHEMATICSAPPLICATIONS ON SPATIAL ABILITIES AND 3D GEOMETRICALTHINKING SKILLS OF STUDENTS WITH DIFFERENT LEARNINGAPPROACHES | Sevda GÖKTEPE YILDIZ, Ahmet Şükrü ÖZDEMİR | 932–959 |
| PROSPECTIVE TEACHERS’ PERCEPTION OF RELIGIOUS IDENTITY INTERMS OF DIFFERENT IDENTITY TYPES | İrem Namlı ALTINTAŞ, Ömer ÇELİKKOL, Hüseyin MERTOL | 960–974 |
| TEACHERS’ AWARENESS AND ACTUAL PRACTICES OF 21st CENTURYLEARNING AND INNOVATION SKILLS | Süheyla DEMİRKOL ORAK, Jülide İNÖZÜ | 975–997 |
| THE RELATIONSHIP BETWEEN FIFTH GRADE STUDENT’S WRITINGANXIETY AND BLOCKING WITH THEIR WRITTEN EXPRESSION SKILLS | Tuncay TÜRKBEN | 998–1021 |
| DEVELOPING CRITICAL INTERCULTURAL COMPETENCE IN SECONDLANGUAGE TEACHER EDUCATION | Kemal ÖZMEN, Zeynep YAPRAK | 1022–1037 |
| THE LIVED EXPERIENCE OF PRINCIPALS FOR MANAGING CHANGE INTHEIR SCHOOLS: A PHENOMENOLOGICAL RESEARCH | Gülenay Nagihan KILIÇ, İbrahim KOCABAŞ, Mithat KORUMAZ | 1038–1062 |
| STUDENTS’ PERCEPTION OF AND ENGAGEMENT IN REACTIVE ONLINEEDUCATION PROVIDED DURING THE COVID-19 PANDEMIC | Mehmet KANIK | 1063–1082 |
| TEACHING GEOMETRY WITH DIFFERENT ACTIVITIES TO INVESTIGATETHE STUDENTS' PERCEPTIONS, ATTITUDES AND SELF-EFFICACIES | Nilüfer ZEYBEK, Şeyda AYDIN, Feride ÖZYILDIRIM GÜMÜŞ | 1083–1105 |
| ERRORS AND MISCONCEPTIONS OF EIGHTH-GRADE STUDENTSREGARDING OPERATIONS WITH ALGEBRAIC EXPRESSIONS | Derya AYGÜN, Funda AYDIN GÜÇ | 1106–1126 |
| COMPARISON OF ENVIRONMENTAL THOUGHTS OF DOMESTIC ANDINTERNATIONAL STUDENTS LIVING IN NORTHERN CYPRUS | Aşkın KİRAZ, Subhi Ahmad Mahmoud SALMAN | 1127–1137 |
| USING KAHOOT TO IMPROVE READING COMPREHENSION OF ENGLISH AS AFOREIGN LANGUAGE LEARNERS | Hüseyin ÖZ, Sezen KORKMAZ | 1138–1150 |
| AN INVESTIGATION OF FUTURE EDUCATIONAL LEADERS’ METAPHORICPERCEPTIONS REGARDING SUSTAINABILITY ACCORDING TO THEIRKNOWLEDGE LEVELS | Ahmet GÖKMEN | 1151–1171 |
| LANGUAGE TEACHER IMMUNITY: INSIGHTS FROM TURKEY | Arif SARIÇOBAN, Özkan KIRMIZI | 1172–1189 |
| A HYPOTHETICAL MODEL FOR THE RELATIONSHIP BETWEEN TEACHERS’ JOB SATISFACTION, BURNOUT AND PERCEPTIONS OF INDIVIDUALPERFORMANCE | Muhammed ZİNCİRLİ | 1190–1205 |
| DOES THE DIGITAL GENERATION COMPREHEND BETTER FROMTHE SCREEN OR FROM THE PAPER?: A META-ANALYSIS | Ömer NAYCİ, Feyyaz ÖZTOP | 1206–1224 |
| VIEWS OF PRESCHOOL TEACHERS ON USING OUT-OF-SCHOOL LEARNINGENVIRONMENTS IN PRESCHOOL EDUCATION | Gonca ULUDAĞ | 1225–1249 |
| A COMPARATIVE STUDY OF READING STRATEGIES USED BY PROSPECTIVELANGUAGE TEACHERS | Bilal ÜSTÜN, Aysel DEREGÖZÜ | 1250–1262 |
| PHILOSOPHICAL ORIENTATION OF PRIMARY SCHOOL TEACHERS INUGANDA: A CASE OF TEACHERS IN IGANGA MUNICIPALITY | Disan KUTEESA | 1263–1278 |
| PRE-SERVICE PRIMARY SCHOOL TEACHERS’ BELIEFS ABOUT THECONSISTENCY OF THE TEACHER TRAINING PROGRAM ON THEFORMATION OF THEIR TEACHER IDENTITY | Özkan ÇELİK, Alper YORULMAZ, Halil ÇOKÇALIŞKAN | 1279–1290 |
| HISTORY EDUCATION FOR DISADVANTAGED GROUPS IN THEORY AND INPRACTICE | Osman OKUMUŞ | 1291–1311 |
| TURKISH PREP SCHOOL EFL STUDENTS’ BELIEFS ABOUT LANGUAGELEARNING | Hüseyin KAFES, Gülçin ARSLAN | 1312–1330 |