Are Prospective Elementary School Teachers’ Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

Oct 15, 2026

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This study examines associations between prospective elementary school teachers’ learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two teacher candidates for grades 1–4 participated at a university in Turkey. Results indicate that the deep learning approach is a significant and positive predictor of future teachers’ social studies teaching efficacy beliefs. The findings emphasize fostering deep learning approaches to enhance teaching efficacy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Study Approaches to Learning

Volume 40 | Issue 7 Article 6 2015 Are Prospective Elementary School Teachers’Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course? ŞahinDündar Trakya University, Turkey, [sahindundar@hotmail.com](sahindundar@hotmail.com) Recommended Citation Dündar, Ş. (2015). Are Prospective Elementary School Teachers’ Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?. Australian Journal of Teacher Education, 40 (7). [http://dx.doi.org/10.14221/ajte.2015v40n7.6](http://dx.doi.org/10.14221/ajte.2015v40n7.6) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol40/iss7/6](http://ro.ecu.edu.au/ajte/vol40/iss7/6) Are Prospective Elementary School Teachers’ Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course? Şahin Dündar Trakya University, Turkey Abstract: This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers’ learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary school teachers for grades 1–4 participated in this study atthe school of education at a university in Turkey. Findings showed that the deep learning approach in a social studies teaching methods course was a significant and positive contributor to future teachers’ social studies teaching efficacy beliefs. The findings highlight the importance of stimulating deep learning approaches to improve teaching efficacy. Keywords: learning approaches, elementary school teacher candidates, social studies teaching methods courses, social studies teaching efficacy beliefs Introduction Learning approaches have been among the most intensively studied areas of education for over three decades (Duff, Boyle, Dunleavy, & Ferguson, 2004) . Researchers have also shown an increased interest in teacher self-efficacy beliefs in the past three decades that has led to a considerable amount of research in the field (Gencer & Cakiroglu, 2007; Utley, Moseley,& Bryant, 2005; Y􀀄lmaz & Çavaş, 2008) . However, as a complex area, study approaches to learning still require more empirical research to explore their associations with various human characteristics (Zeegers, 2004) . Likewise, Utley et al. (2005) highlight the need for studying teacher self-efficacy and its relationship to other constructs. Learning approaches may be studied as a general topic, irrespective of the subject matter, as well as being the subject of research in terms of specific subjects, since individuals’ learning approaches may vary from subject to subject (Baeten, Kyndt, Struyven, & Dochy, 2010; Biggs, Kember, & Leung, 2001; Cano & Berbén, 2009; Crawford, Gordon, Nicholas, & Prosser, 1998) . In the same way, in addition to investigating (future) teachers’ self-efficacy beliefs in relation to teaching in general, researchers can also investigate (future) teachers’ teaching selfefficacy beliefs in the context of specific and distinct subject matter (Tschannen-Moran & Woolfolk Hoy, 2001; Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998; Utley et al., 2005) . By focusing on social studies, the current study attempts to shed light on relationships between elementary school teacher candidates’ study approaches to learning in a social studies teaching methods course and their social studies teaching self-efficacy beliefs. Through this study, the author hopes to extend knowledge of learning approaches and teaching efficacy in the context of a social studies teaching methods course. Vol 40, 7, July 2015 70 Study Approaches to Learning In their research with Swedish university students, Marton and Säljö (1976) concluded that in the learn

FAQs

What is the main research purpose of the study?

The study aims to determine whether prospective elementary school teachers’ learning approaches in a social studies teaching methods course are related to their social studies teaching efficacy beliefs.

How many participants were involved, and who were they?

One hundred ninety-two prospective elementary school teachers for grades 1–4 participated in the study in Turkey.

Which learning approach was most strongly associated with teaching efficacy beliefs?

The deep learning approach was found to be a significant and positive contributor to prospective teachers’ social studies teaching efficacy beliefs.

Oct 15, 2026

Upload by Ben