| ANALYZING POST-GRADUATE DISSERTATIONS IN EDUCATIONAL SUPERVISION IN UNIVERSITIES OF TURKEY ACCORDING TO DIFFERENT VARIABLES | Muammer ERGÜN, Ergün RECEPOĞLU, Z. Arife KÜÇÜK, Kevser OĞUZ | 25–40 |
| THE EXAMINATION OF TEXTBOOKS, WORKBOOKS AND TEACHER’S GUIDE BOOKS OF SOCIAL STUDIES IN TERMS OF LEARNING STYLES | Mustafa ŞEKER | 41–56 |
| PROSPECTIVE TEACHERS' REASONS FOR CHOOSING TEACHING AS A PROFESSION | Bahadır KILCAN, Murat KEÇE, Osman ÇEPNİ, Ali Çağatay KILINÇ | 69–80 |
| ENCOURAGING THE PERSISTENCE OF RESEARCH ATTITUDE: THE CASE OF PRE-SERVICE SCIENCE TEACHERS AT SINOP UNIVERSITY | Halil TURGUT, Nurhan ÖZTÜRK, Serhat ERCAN, Esra BOZKURT | 101–122 |
| OPINIONS OF PROSPECTIVE TEACHERS ON ALTERNATIVE ASSESSMENT-EVALUATION METHODS | Çavuş ŞAHİN, Yasemin ABALI ÖZTÜRK | 123–142 |
| ISLAM TODAY IN KAZAKHSTAN | Zhalgas SANDYBAYEV | 215–222 |
| THE EFFECT OF COMPUTER ASSISTED TEACHING ON THE SCIENCE AND TECHNOLOGY TEACHER CANDIDATES’ ACHIEVEMENT IN THE DIRECT CURRENT CIRCUITS TEACHING | Uğur İLYASOĞLU, Abdullah AYDIN | 223–240 |
| THE IDEAS OF PROSPECTIVE TEACHERS AS TO HOW THEY ARE TRAINED | İdris ŞAHİN | 241–258 |
| WHY DO ARTS AND SCIENCES FACULTY-DEPARTMENT OF BIOLOGY GRADUATES WANT TO BECOME TEACHERS? | Ebru ÖZTÜRK AKAR | 259–272 |
| THE LEVEL OF TURKISH TEACHERS RELATED TO ACHIEVING EFFECTIVE TEACHER BEHAVIORS | Nazmi ARSLAN | 291–304 |
| BACKGROUND OF TANZIMAT EDICT | Yavuz ÖZDEMİR, Erol ÇİYDEM, Elif AKTAŞ | 321–338 |