| Do Father Support Programmes Make A Difference? Examination of the Father Involvement Roles | Aslı SÖNMEZ, Tuğba KONAKLI | 165–174 |
| The EFL Teachers’ Self-perceptions of Professional Teacher Identity in Turkey | Fatma KİMSESİZ | 175–185 |
| Examination of the Relationship Between Teachers' Organizational Change Fatigue Levels and the Organizational Resilience Levels of Secondary Education Institutions | Hüseyin YILDIZOĞLU, Necati CEMALOĞLU | 186–201 |
| Mapping the Research on Educational Technology: An Overview through Text Mining | Muhammed Murat GÜMÜŞ, Volkan KUKUL, Ömer DÜZENLİ | 202–217 |
| Experiences of a Mathematics Teacher Implementing Micro Learning During Emergency Distance Teaching | Zühal GÜN ŞAHİN, Hafize Gamze KIRMIZIGÜL | 218–229 |
| Distance Learning During the COVID-19 Pandemic: What is Happening at Home? | Ahmet Akif ERBAŞ | 230–241 |
| Investigation of the Conceptual Knowledge of Preschool Teacher Candidates on Science Education | Ece Nur DAĞDELEN, Volkan ATASOY | 242–253 |
| Teacher Candidates' Attitudes Towards Emergency Remote Education and Their Evaluations of the Education Process | Fatih YAMAN, Nihal DULKADIR YAMAN | 254–264 |
| An Investigation of Uncertainty Intolerance and Uncertainty Management Research in Educational Institutions: Meta-Analysis Study | Savaş VARLIK | 265–277 |
| Examining the Information Packages of “Teaching Principles and Methods” and “Intructional Technologies” in the Context of Accreditation | Funda UYSAL | 278–291 |
| Investigation of the Relationship Between Cognitive Flexibility Levels and Social Interest Levels of University Students | Sümeyra YAŞAR KILINÇ, Zehni KOÇ | 292–304 |
| Investigation of the Relationship Between Middle School Students' Attitudes Towards Geometry and Perceived School Experiences | Feyza UYSAL, Ebru DOĞRUÖZ | 305–318 |
| The Professional Development of Teachers in Türkiye: First-Year Outputs of the New Approach by the Ministry of National Education |