Teaching profession has been a profession of interest to all groups in any society since the sophists. In the relevant literature, there are many studies on how the choice of teaching profession as a career is influenced by the personal characteristics of the teacher candidates, their experiences, occupational knowledge, beliefs, attitudes, perceptions and family characteristics (Brookhart and Freeman, 1992). Thus, it is possible to conclude that it would be significant for teacher education institutions to reveal the reasons behind the preferences in terms of the socioeconomic levels, educational backgrounds and attitudes towards the teaching profession of young people (Karagözoğlu, 2009; Çelikten et al., 2005; Orhan and Ok, 2014). In this context, the present study aims to reveal the reasons why individuals choose the teaching profession and their perceptions regarding the teaching profession.

Action research is now a requirement to ensure continuous professional development. In most urban countries, it is even required for licensure. Encouraging teachers to become researchers and investigate various issues in their classroom would develop their teaching strategies and inform them about the level of their students’ understanding. This instrumental case study research explored the effects of action research on improving teachers’ pedagogical skills in their classrooms. The study was conducted with two volunteer science teachers in a private high school in Abu Dhabi, and data was collected from open-ended questions, semi-structured interviews, and document analysis. Results supported previous findings of the importance of action research to develop teaching practices, in addition to the essential requirement to include action research performance as a central element in teacher evaluation and appraisal processes discussion and recommendations.

Adapting to today's world which is in constant change is directly related to the adoption of an innovative understanding. Gaining this innovative perspective also constitutes the primary aim of education. Developing innovative thinking skills of students, especially at their early ages, is also considered important to shape their future lives. In order to develop these mentioned skills, first of all, it is necessary to determine the current innovative thinking tendencies of the students and to clearly reveal their relationship with different variables. Starting from this point of view, the aim of this study was settled as determining the innovative thinking tendencies of middle school students and revealing their relationship with different variables. This study that corresponds with the survey model was conducted with 356 middle school students (5th-8th grades). Innovative Thinking Tendency Scale was used as a data collection tool in the research. The sub-dimensions of the scale are innovative self-efficacy, openness to innovation, innovative problem solving, innovative perseverance and innovative group leadership. Mann Whitney-u and Kruskal Wallis tests, which are from non-parametric tests, were used in the analysis of the data. As a result of the research, while no significant difference was detected between students' innovative thinking tendencies and sub-dimensions, gender, grade level, and students' receiving awards; significant differences were found between the number of siblings, family income levels and academic grade point averages. In addition, it is among the results obtained from the research that students' innovative thinking tendencies are at a moderate level. Within the scope of the results obtained from the research, it is recommended to compare the educational experiences to be carried out with different teaching techniques and methods in order to constantly renew the educational conditions and to support the innovative thinking tendencies of the students.

 With the pandemic, all teachers’ professional development programs suddenly moved to online platforms. Thus, this research aimed to determine how teachers’ online in-service training practices during the pandemic Covid-19 affect their technology integration indicators and technology integration self-efficacy. We conducted the study as a correlational design with the participation of 303 in-service teachers. As a result, male teachers have lower perceptions than female ones, while there is no significant difference between branches about online in-service training. Teachers working for over ten years and married ones are more willing to attend online in-service training activities.

Intonation is such a complex system that each language has its distinctive patterns. Although intonation has an inevitable position in language teaching, most of the non-native teachers are unaware of its prominent role in English language teaching (ELT). Therefore, this paper aims to raise awareness about the significance of English intonation by revealing the views of English as a foreign language (EFL) teachers on teaching stress and intonation in terms of teaching setting, materials and to what extent the patterns of English intonation is integrated in English courses. The study also investigates the English language skills for which EFL teachers find relatively more useful when teaching intonation patterns in English. With this goal in mind, quantitative methodology was followed. Purposeful sampling was adopted and 222 English teachers participated in the study. An online questionnaire, which consisted of two sections, was administered through Google Forms document to elicit EFL teachers’ responses in the 2019-2020 academic term in Biga district of Çanakkale. The data was analysed statistically using SPSS data editor. The findings indicated that teaching setting and materials are insufficient to teach intonation patterns in English, and that the vast majority of EFL teachers do not touch upon intonation patterns in English classrooms.