| The place of student-centered approach in teachers occupational priorities | Vahap ÖZPOLAT | 5–27 |
| An investigation into the effect of educational planning and evaluation course on pre-service teachers self-efficacy perceptions | Hakan KURT, Gülay EKİCİ, Özlem AKSU, Ahmet GÖKMEN, Murat AKTAŞ | 28–48 |
| Evaluation of preservice teachers opinions about gaining science and technology special area competencies in teacher training programs | Hikmet SÜRMELİ, Mustafa ERGUN, Mehtap YURDATAPAN | 49–67 |
| Evaluation of efficiacy level of primary school teachers related to dimensions of class management according to teachers and candidate teachers view | Cevdet EPÇAÇAN, Veysel OKÇU | 68–86 |
| The effect of internet usage on comprehension of technology: A specialcase study for the, teacher candidates | Hatice GÜZEL | 87–110 |
| Comparison of academic motivation and anxiety levels of class repeated and not repeated students | Ahmet BEDEL | 111–122 |
| An educational glance at aristocracy: transformation of inequalities in postmodernism | Selma DÜNDAR | 140–158 |
| Ten poems and a pedagogical monologue which remained on the literary journals by emin recep gürel | Ersin ÖZARSLAN | 159–179 |
| Evaluation of reading speed and understanding levels of turkish teacher candidates according to some variables | Erhan DURUKAN | 180–188 |
| The use of biography for values education in social studies course | Harun ER, Süleyman YİĞİTTİR | 200–219 |
| The relationship between organizational justice and job satisfaction: The sample of general directorate of educational technologies | Yılmaz YILDIZHAN, Ferudun SEZGİN | 220–235 |
| Abstract views of chemistry teachers about the feasibility of the high-school chemistry curriculum | Nurtaç CANPOLAT, Tamer YILDIRIM | 236–252 |