Dundar, Sahin2024-06-122024-06-1220151835-517Xhttps://hdl.handle.net/20.500.14551/22081This 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 at the 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.eninfo:eu-repo/semantics/closedAccessLearning ApproachesElementary School Teacher CandidatesSocial Studies Teaching Methods CoursesSocial Studies Teaching Efficacy BeliefsSelf-EfficacyAcademic-AchievementJob-SatisfactionScienceMathematicsBurnoutPerceptionsPersonalityStrategiesUniversityArticle407N/AWOS:0003597816000062-s2.0-85032070717Q2