This study is a critical literature review of “whole teacher development” and its consequences for pupils’ learning. The primary aim in the study is to clarify the idea of; why “whole teacher development” is necessary, and what does it mean for teaching and learning in these changing times. Within these broader themes, the following topics will be addressed: A conceptual framework for professional learning, professional development, and personal development; the need for whole teacher development; professionalism and teachers; the nature of whole teacher development; teachers’ commitment and desire to work and development; the changing nature of teaching and learning; the importance of teachers’ workplace in whole teacher development; the characteristics and roles of pupils in changing times; and the changing nature of learning. The study will be ended up with the relation between whole teacher development and its consequences for the pupils’ learning. 

The purpose of this study was to predict the university students’ perceptions of problem solving skills from their Mathematical success. To achieve this goal, points of students in Mathematical programme (Department of Primary School Mathematics Teaching) and points of students in Non-Mathematical programme (Social Sciences Department and Religious Culture and Moral Knowledge Department) were compared. This study was performed with a total of 201 students in Rize University, Faculty of Education; 110 students in Department of Primary School Mathematics Teaching, 35 students in Social Sciences Department and 56 students in Religious Culture and Moral Knowledge Department. In this study, the Problem Solving Inventory which was adapted to Turkish by Sahin, Sahin and Heppner (1993) was used. Results revealed that students’ net Mathematics scores in Student Selection Examination (SSE) were not a meaningful predictor of their perceptions of problem solving skills. Similarly, it was concluded that General Mathematics Course scores of the students in Department of Primary School Mathematics Teaching Programme were not a meaningful predictor of their perceptions of problem solving skills. Points in the problem solving inventory showed no meaningful difference according to departments and programmes while they showed a meaningful difference in favour of female students. In secondary school Mathematics education, it is possible to form more settings where students can internalize problem solving processes and associate these problems with real life situations and project works with other assignments can be given to students to ensure those goals.

With the Decree No 249 of 10 September 2010, on the “Definition of the requirements and procedures of the initial training of kindergarten and primary school teachers”, the Italian Ministry of University and Research has effectively revised aims and purposes of a degree course which aims at qualifying and enhancing the teaching function through the acquisition of educational, psycho-pedagogical, methodological - didactic, organizational and social skills necessary to make the students reach the learning outcomes provided by the current regulations. Among the areas indicated by the Italian Ministry of Education, there is a renewed interest in the motor-sports area with particular attention to the role played by the teaching of the movement. It is stressed the importance that future kindergarten and primary school teachers have a strong knowledge and skills in the motor-teaching field, to be able to structure suitable curricular and extracurricular paths and to educate through the body and movement since the early years of school. The results of the data analysis is coherent with the theoretical framework outlined above, which gives the teaching of the movement an important role in the university training of nursery and  primary school future teachers opening further and necessary research perspectives.