The study describes the sense of efficacy and learning beliefs and
the relationship between these beliefs held by a group of
pre-service English as a foreign language (EFL) teachers at
different universities in Turkey. The results of this study
revealed that when the beliefs about knowledge and learning are
taken into consideration, pre-service EFL teachers could not decide
whether knowledge is certain and acquired from the authority or
not. On the other hand, pre-service EFL teachers believe that
learning ability is fixed at birth. A statistically significant
relationship was found between gender, year at school and sense of
efficacy beliefs. However, there was no significant relationship
between gender, age, year at school and their personal beliefs
about knowledge and learning. When the sense of efficacy beliefs
are examined, pre-service EFL teachers appear to be not ready for
the teaching profession. Sense of efficacy and learning beliefs of
the pre-service EFL teachers were found to affect their perceptions
of acquiring knowledge and performing teaching practices.
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