The aim of the present study is to examine the relationships among pre-service elementary teachers’ science teaching self-efficacy beliefs, sources of their beliefs, and their conceptions about teaching and learning.

The Science Teaching Efficacy Belief Instrument Form B (STEBI-B) (Enochs & Riggs, 1990) was used to measure self-efficacy beliefs of pre-service elementary teachers regarding science teaching. It consists of 23 items in two sub-scales, namely personal science teaching efficacy and science teaching outcome expectancy. The STEBI-B was translated and adapted into Turkish by Tekkaya, Cakiroglu, and Ozkan (2002).

The Sources of Self-Efficacy Inventory (SOSI) (Kieffer & Henson, 2000) was utilized to measure sources of self-efficacy. It consists of 27 items, and it is comprised of four sub-scales, namely mastery experience, vicarious experience, social persuasion, and physiological and emotional states. The SOSI was translated and adapted into Turkish by Capa-Aydin, Uzuntiryaki-Kondakci, Temli and Tarkin (2013).

The Teaching and Learning Conceptions Questionnaire (TLCQ) (Chan & Elliott, 2004), was employed to examine the conceptions about teaching and learning held by preservice elementary teachers. The TLCQ consists of 30 items and two sub-scales, namely constructivist conception and traditional conception. The TLCQ was translated and adapted into Turkish by Aypay (2011).

Gathering of the data is ongoing. This study is hoped to provide valuable information about how to train pre-service elementary teachers to become effective teachers.