The pedagogical relationship is of importance for teachers to succeed in their educational assignment. There is, however, a balancing act made by teachers to the factors that affect their educational choices in relation to the pedagogical relationship. For this paper, I have chosen to examine this from two different angles, a practical view based on the teachers’ perceptions, and secondly put into a theoretical framework of Biesta (2008; 2020) and von Oettingen (2020). The aim of the first research question regards the factors that affect teachers’ educational choices concerning pedagogical relationships and how teachers might balance this. The second research question aims to examine how the abstract concept of the functions of education (Biesta, 2008) and the paradox of the school (von Oettingen, 2020) are connected to the possible sacrifices in the educational mission in Swedish schools.   The results for research question one indicates that there is a majority of overlaps in the factors found. This creates a weaving effect among the answers given by the informants in their perception of what factors they balance and how it affects their pedagogical relationships in connection to their educational assignment. As for research question two, the results imply that one of the sacrifices made by the informants was to focus on the relationship first, and the educational assignment second. The choice to make the qualification function secondary to the pedagogical relationship indicates a lack of balance in connection to the paradox of the school, as well as an inability to connect to the pedagogical dilemma.

The main purpose of the study was to understand preservice secondary mathematics teachers&rsquo / pedagogical content knowledge of composite and inverse functions. The study was conducted with three preservice secondary mathematics teachers in Graduate School of Education at Bilkent University. The instruments of the study were qualitative in nature and in four different types of data forms: observations, interviews, documents, and audiovisual materials. Observation data came from fieldnotes by conducting an observation of lessons participants taught at Private Bilkent High School. Interview data came from the transcriptions of semi-structured interviews. Document data came from survey of function knowledge, journal writings, vignettes, and lesson plans. Audiovisual data came from the examination of the videotape of the lessons participants taught. The findings reveal that preservice secondary mathematics teachers&rsquo / knowledge levels in components of pedagogical content knowledge were not at the desired levels and also they experienced difficulty while integrating that knowledge. The results of the study indicate that teacher education should provide courses that cover the content relevant to students in order to assure both depth and breadth in subject matter knowledge of the preservice teachers. Moreover, the activities which mimics the classroom cases and assures the integration of knowledge components like vignettes would be used in teacher education programs. Results can inform educational practices, and reforms in Turkey, and provide a basis for further research, with increased pedagogical content knowledge as the ultimate goal.

For ten years from 1982, Victoria College was a large multi-campus college of advanced education providing a diverse range of higher education programs to Australian and overseas students. This thesis outlines the history of Victoria College. It considers the circumstances that led to its creation through the forced amalgamation of four previously independent colleges of advanced education: the State Colleges of Victoria at Burwood, Rusden, and Toorak and the Prahran College of Advanced Education and examines the events which led to its merger with Deakin University in 1992. (For complete abstract open document)