The basic purpose of the study is to determine the media literacy levels of teacher candidates. Within the frame of this basic purpose, it is observed whether the media literacy levels of teacher candidates vary depending on the undergraduate program they study, their opportunities to access internet, to follow newspaper and magazines and their frequency of watching television. The study group of the research is consisted of total 332 teacher candidates in the academic year of 2013-2014 who study their last year at Ege University, Faculty of Education in the undergraduate programs of Primary School Teaching, Turkish Teaching, Computer and Instructional Technologies Teaching, Pre-School Teaching, Social Sciences Teaching, Psychological Counseling and Guidance and Science Teaching. The data of the study is gathered with the “Media Literacy Level Determination Scale” developed by Karaman and Karataş (2009). In the analysis of the data; tests of average, standard deviation and Anova are used. In accordance with the findings of the research, significant diversity among teacher candidate’s level of media literacy, based on the undergraduate program they study, is found. Additionally, it is also found that the opportunities to access internet, to follow newspaper and magazines have also created significant diversity in teacher candidate’s level of media literacy.  

Academic procrastination and personality traits are regarded as important factors affecting academic success and attitudes in education process. This study was to examine the correlation between the subscales of personality traits and the academic procrastination behaviour of pre-service teachers and to explore gender differences in the academic procrastination and personality traits. The research group included 165 female (%77.46) and 48 male (%22.53) preservice teachers studying in Pedagogical Formation Certificate Program at Yildiz Technical University. In the data collection phase of the present research, the Tuckman Procrastination Scale developed by Tuckman (1991) and the Adjective Based Personality Test having been developed by Bacanlı, İlhan and Aslan (2009) were used. The data were analysed using correlation and independent samples t-test. The findings of this study show that the subscales of personality traits were related to the academic procrastination. And, gender difference was not found to be significant in case of it. 

A critical understanding and implementation of assessment is an essential aspect of any language program. There has been growing interest in examining teachers’ mastery and application of assessment literacy which addresses the knowledge and skills teachers need in order to use assessment effectively to evaluate and improve student learning. The present study was carried out with the aim of examining assessment-related perceptions and practices of Iranian ELT teachers. Eighteen male (4) and female (14) EFL instructors enjoying various educational status and levels of experience from different English language institutes in Iran participated in this study. They were divided into three groups based on their teaching experience (low, mid, high). Semi-structured interviews were conducted with all the participants on an individual basis. All the interviews were recorded by voice recorder and saved in audio files in MP3 format. Then, they were transcribed and analyzed through content analysis to discern recurring themes. Analysis of the responses revealed that teachers across the three groups were familiar with the basic concepts and terminologies in assessment. Another noteworthy finding is that teaching experience appears to make no significant difference in the way teachers perceive assessment. Moreover, although the participants in this study were assessment literate, this literacy was not reflected in their practices. The findings have implications for language testing profession and also provide suggestions for further research. 

This study investigates the influence of an in-service teacher training (INSET) course on the professional development and classroom practices of novice teachers. After their completion of an INSET course, two novice English language teachers were invited to participate in the study. During a 15-week semester, their classes were periodically observed and audio-recorded. Additionally, each teacher was interviewed using stimulated recall. The results indicated although participants responded positively on the INSET programs’ contents, and felt the course contributed to their professional development, the INSET course did not have much effect on their teaching, due to interplay of cultural and contextual constraints.