摘要：AbstractThe purpose of this study is to adapt the teaching-learning approaches questionnaire in to Turkish and determine the relationship between teacher education students’ espistemological beliefs and their aproaches to teaching-learning. The results, based on 341 student-teachers, indicated that the factor sturucture is consistent with the model. Further analyses indicated that student teacher views differ based on gender, department, class-level. Finally, relationships were found among epistemological beliefs (Innate/Fixed Ability, Learning Effort, Learning Process/Expert Knowledge, Certainty Knowledge) and approaches to teaching and learning (Constructivist Conception, Traditional Conception).
