English language teacher education programs (ELTEPs) are gaining importance as English is accepted as a lingua franca across the globe. Although, there can be found many studies on ELTEPs in Türkiye, the number of comparative studies between different countries is limited. This current study presents the findings of a comparative analysis of ELTEPs in Kyrgyzstan and Türkiye in terms of basic characteristics and the courses offered for developing linguistic, pedagogic and general knowledge competence. The results revealed that there are similarities and differences between two programs in terms of basic characteristics. Furthermore, Turkish ELTEP offers fewer courses for developing linguistic competence when it is compared to Kyrgyzstani ELTEP. On the other hand, the number of pedagogic courses in Turkish ELTEP is dramatically higher than the one in Kyrgyzstani ELTEP. Also, the number of general competence courses of Kyrgyzstani ELTEP is slightly higher than that of Turkish one. In the light of the findings, some implications were drawn for both programs at the end of the study.

This paper presents an analysis of the experiences of 28 grade ten Jamaican high school students and their teacher in an action research project involving the use of student-centred strategies to teach a unit on photosynthesis. Examples of these strategies include brainstorming, scenarios, and simulations. Three research questions guided the action research which utilised a unit test, questionnaire, structured interview, and a rating scale for data collection. The findings indicated a statistically significant gain on students’ scores on the post-test for the unit on photosynthesis (t = -9.48; p<0.05). Results also indicated that the students generally responded positively to the use of student-centred strategies, for instance, increased engagement and linking concepts to real-life situations. The results imply that instructional strategies which involve students more in the learning process have the potential to increase their engagement and enhance learning. The teacher-researcher indicated that planning and implementing the strategies was rewarding but time consuming. To ensure successful implementation, teachers could benefit from professional development programmes that provide guidance on design and implementing student-centred strategies, while students could benefit from ongoing support and encouragement during the use of these strategies.

This research aims to determine the satisfaction levels of teacher candidates for distance (online) education practices and to evaluate them according to certain variables. Therefore, a survey from quantitative models was used to reveal an existing situation. The research sample was determined among the candidates studying at the Faculty of Education at Bayburt University. Depending on the purpose of the research, the Satisfaction Scale for University Students' Distance Education Applications was used to collect the data. The data obtained in the research were analyzed using the SPSS 16.0 program in line with the research purpose and sub-problems, and the findings were presented and interpreted in tables. Quantitative statistics were used to analyse the data on the satisfaction levels of teacher candidates for distance (online) education applications. As a result of the research, it was determined that the teacher candidates who received pre-service training had a positive level of satisfaction with distance (online) learning practices in the Agree range. It was seen that the grade in which the candidates studied did not significantly affect satisfaction with distance education, but 4th-grade students had higher satisfaction.