About the Journal

Pedagogical Perspective (PedPer) is an international, double blind reviwing, 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 the 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 to 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 June and December.

Publisher: Erhan YAYLAK (Ph.D.)

Announcements

Current Issue

Vol. 2 No. 2 (2023): December
Pedagogical Perspective Volume 2 Issue 2
Published: 14-01-2024

Full Issue

Articles

  • The effect of creative drama courses taken by teacher candidates on critical thinking standards

    Belgin Bal İncebacak
    91-104
    DOI: https://doi.org/10.29329/pedper.2023.18
  • Adaptation of characteristics of successful EFL teachers questionnaire (CoSEFLT-Q) into Turkish

    Duhan Nurdan Doğan, Duha Nur Doğan, Şule Doğan
    105-117
    DOI: https://doi.org/10.29329/pedper.2023.19
  • Developing the design skills of child development program students “From theory to practise”

    Gülcenur Kesebir, Ayfer Ergezen
    118-135
    DOI: https://doi.org/10.29329/pedper.2023.20
  • Investigation of the factors affecting the curriculum fidelity of teachers working at different types of schools

    Feryad Doğuş, Sanem Tabak
    136-157
    DOI: https://doi.org/10.29329/pedper.2023.21
  • Metalinguistic awareness and teacher self-efficacy beliefs of language teachers: A correlational study on prospective Turkish teachers

    Enes Çinpolat, Vehbi Akdi
    158-168
    DOI: https://doi.org/10.29329/pedper.2023.16
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