The Relationships Between Approaches to Learning and Self-efficacy Beliefs of Candidate Teachers

The purpose of the study is to identify the relationships between the approaches to learning (deep, surface and strategic) and teacher self-efficacy beliefs of candidate teachers. The data of this descriptive study have been gathered through the administration of two scales (namely Inventory for Approaches to Learning and Teacher Self-efficacy Beliefs Inventory) to 272 candidate teachers studying at Mug-la Sitki Kocman University. Main findings of the study are: (1) There is a significant positive correlation between deep learning approach orientation and teacher self-efficacy beliefs of candidate teachers. (2) Low correlation has been revealed between strategic learning approach preferences and teacher self-efficacy beliefs of candidate teachers. (3) No significant correlation has been found between learning approach orientation and teacher self-efficacy beliefs of candidate teachers. Within the frame of these results, as deep learning approach leads to more qualified educational outcomes, teacher training institutions are recommended to adopt policies and practices assuring the use of deep learning approach in order to develop higher self-afficacy beliefs of pre-service teachers.