About the Journal

Pedagogical Perspective (PedPer) is an international, double-blind, non-profit, professional scientific journal. PedPer is a journal that accepts manuscripts related to pedagogy and education. PedPer takes an interdisciplinary approach to its general aim of promoting an open and continuing dialogue about current educational issues and future conceptions of educational theory and practice in an international context. In order to achieve that aim, PedPer welcomes diverse disciplinary, theoretical, and methodological perspectives. Manuscripts should focus on critical pedagogy, multicultural education, new literacies, curriculum and instruction, cross-cultural issues in education, theory and practice in educational evaluation and policy, communication technologies in education, postmodernism, and globalization education. The manuscript accepted by PedPer will be given DOI numbers and then published free of charge. PedPer is an international peer-reviewed journal published two times a year in March and October.

Announcements

Update Notice

07-10-2025

This special issue is based on selected works presented at the
TSTT 2025 Conference – Advancing Teacher Training in the Digital Age, held in Prague, June 2025.

Please note the updated timeline:

  • New Submission Deadline: 15 November 2025

  • New Publication Date: 30 December 2025

Read more about Update Notice

Current Issue

Vol. 4 No. 2 (2025): October
View Vol. 4 No. 2 (2025): October
Published: 23-10-2025

Full Issue

Research Articles

  • An examination of social studies education research: A bibliometric analysis

    Sıla Demireğen, Erdi Erdoğan
    210-231
    DOI: https://doi.org/10.29329/pedper.2025.90

  • Türkiye social studies textbooks and solo taxonomy: An evaluation on measurement and assessment situations

    Kadir Can Erbudak
    232-246
    DOI: https://doi.org/10.29329/pedper.2025.101

  • A study of the motivational systems used by teachers in 8th-grade reading classrooms and students’ attitudes toward reading

    Atirse Awago Atumo
    247-264
    DOI: https://doi.org/10.29329/pedper.2025.105

  • Social studies teacher candidates’ metaphors towards e-books and printed books

    Ayşegül Geldi
    265-274
    DOI: https://doi.org/10.29329/pedper.2025.107

  • Perception of secondary school students towards learning mathematics and its effect on academic performance: In case of Kaffa Zone Gimbo secondary school

    Tekle Kochito Yesho, Yonatan Lute
    275-289
    DOI: https://doi.org/10.29329/pedper.2025.110

  • Attitudes and opinions of primary school teachers towards inclusive education

    Ezgi Çetin, Yaşar Çelik
    290-311
    DOI: https://doi.org/10.29329/pedper.2025.112

  • Predictors of career adaptability: Self-efficacy perception towards technology integration and attitude towards technology

    Fatih Koca, Sena Kılıç
    312-322
    DOI: https://doi.org/10.29329/pedper.2025.113

  • A tree, a sun, a compass: Metaphors shaping preservice teachers' views on leadership in education

    Davut Atış, Fatma Avcı
    323-345
    DOI: https://doi.org/10.29329/pedper.2025.114

  • An investigation of the relationship between story writing skills and mental image clarity in fourth grade primary school students

    Süleyman Erkam Sulak, Sevil Özkul Türkeri
    346-354
    DOI: https://doi.org/10.29329/pedper.2025.116

  • Educators' use of digital technology in early childhood education: Personal and educational environments

    Döndü Neslihan Bay, Douglas K. Hartman
    355-368
    DOI: https://doi.org/10.29329/pedper.2025.117

  • Reflections from learning activities designed by prospective teachers and supported by mathematical process skills

    Hayal Yavuz Mumcu
    369-399
    DOI: https://doi.org/10.29329/pedper.2025.122

  • The effect of computational thinking on creativity: A meta-analysis for teaching strategies

    Münire İrem Günaltay, Sıla Balcı, Sevil Orhan Özen
    400-411
    DOI: https://doi.org/10.29329/pedper.2025.125

  • Examining the relationship between ecological literacy and ecological footprint awareness

    Fatma Alkan, Miraç Yiğit Cangüven
    412-423
    DOI: https://doi.org/10.29329/pedper.2025.131

  • Social studies teachers’ opinions on values education

    İsa Aliç, Kubilay Yazıcı
    424-436
    DOI: https://doi.org/10.29329/pedper.2025.135

  • Evaluation of BİLSEM teachers’ use of digital tools according to teachers’ opinions

    Yasemin Gözüküçük, Birsen Bağçeci
    437-454
    DOI: https://doi.org/10.29329/pedper.2025.137

  • An examination of academic envy behaviours among dentistry faculty students across various variables

    Deniz Yılmaz, Duygu Koçak
    455-467
    DOI: https://doi.org/10.29329/pedper.2025.138

  • Predicting romantic relationship satisfaction in young adults: The roles of self-compassion, gratitude, and forgiveness

    Ayşe Sibel Biçer, Mehmet Emin Baki
    468-479
    DOI: https://doi.org/10.29329/pedper.2025.140

  • Behavioural problems in 48-72 month old children and the role of familial factors

    Didem Semerci Arıkan, Ozana Ural, Nazife Hülya Bilgin Köse
    480-498
    DOI: https://doi.org/10.29329/pedper.2025.147

  • Examining the relationship between parents’ beliefs about reading and home literacy environment Home literacy environment of preschoolers

    Özlem Karayer, İrem Gürgah Oğul
    522-536
    DOI: https://doi.org/10.29329/pedper.2025.119

Review Articles

  • Assessing language proficiency: A rasch analysis of ELT assessment tools

    Neda Kianinezhad
    499-508
    DOI: https://doi.org/10.29329/pedper.2025.103

  • Monitoring and evaluation of teacher competencies at the international level: A comparative study

    Mehmet Arslan
    509-521
    DOI: https://doi.org/10.29329/pedper.2025.132
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