This research is designed with a basic qualitative research design in which the pedagogical content knowledge of the primary teachers is examined in terms of curricular knowledge, knowledge of instructional strategies, knowledge of the students and knowledge of assessment & evaluation information. The study group was determined by convenience sampling method. In this respect, there are 6 primary teachers in the study group; 2 primary teacher having professional experience between 0-10 years, 2 primary teacher having professional experience between 10-20 years and 2 primary teacher having professional experience 20 years and over. In this study, semi-structured interview form developed by researchers was used as data collection instrument. The data obtained from the research were analysed by content analysis method. When the results obtained from the study were evaluated and the primary teachers’ curricular knowledge is examined; it is concluded that the primary teachers examined the primary school curriculum, used the teaching materials, developed teaching materials in order to enrich the content, and integrated technology into teaching. When primary teachers’ instructional strategies knowledge is examined; it is seen that the classroom teachers placed drama, brainstorming, question-answer, project-based learning methods in their lessons, placed especially "the principle of relativity to students" from principles of teaching often included in teaching. When primary teachers’ student characteristics knowledge is examined; it is concluded that the primary teachers paid attention to developmental characteristics of their students, teach lessons base on their students’ prior knowledge, use their students’ oriented attitudes and motivations of the students to the lesson, paid attention to individual differences in their classes, they provided teacher-student and student-student interaction effectively. When primary teachers’ assessment and evaluation knowledge is examined; it is concluded that the primary teachers chose oral examinations, written exams and multiple choice tests according to levels of the students and they made generally assessment and evaluation activities end of the lessons.

This study investigates a sample of syllabi for educational measurement, assessment and evaluation course offered in several high-rank universities. A total of 16 syllabi from 12 countries are accessed through universities’ websites and via e-mail to course instructors. Employing a descriptive research framework, the content of available syllabi is summarized based on covered topics, required and recommended readings and student assessment strategies. A total of 35 topics were identified and listed. Findings showed that graduate level courses mainly used academic articles as reading materials whereas undergraduate level courses generally required a textbook. Assessment strategies included assignments and essays as much as midterms and final exams. Attendance and active involvement were also included in student assessment strategies. Even though based on a small sample, the findings of this review are expected to help instructors who are developing a new course.

This study aims to investigate the teacher cognition and teaching grammar at tertiary level. For the purpose of the study, a qualitative research was carried out. The study utilized a purposeful sampling and three experienced EFL instructors participated in this study. Data were collected by means of semi-structured pre-observation interviews, classroom observations, and semi-structured post-observation interviews. The study results revealed that EFL instructors’ cognition and teaching grammar are strongly related to their own experience and circumstantial factors. Although the instructors were aware of the current ELT teaching methods, they had to teach English grammar by traditional methods for a number of reasons. The results of the study suggested that EFL instructors might update their existing grammar knowledge and teaching methods in the light of recent development in the field. Also, the instructors need to benefit from the professional development opportunities in order to reconsider their current teaching practices and modify them with more effective teaching activities. This may enhance the teacher cognition and teaching grammar.