Abstract
Teaching efficacy and reflective thinking are both important for teacher education and they may influence teachers’ behaviors during instruction. In the light of existing literature it is suggested that there is a relation between teaching efficacy belief and reflective thinking. The purpose of this study is to investigate whether reflective thinking tendency of pre-service mathematics teachers predict their mathematics teaching efficacy beliefs. The study was conducted in a public university with 125 secondary mathematics education students. The data were collected by Mathematics Teaching Efficacy Belief Instrument and Reflective Thinking Tendency Scale. Regression analysis was used for analyzing the data. It is concluded that reflective thinking tendency of pre-service mathematics teachers predict significantly their mathematics teaching efficacy beliefs.
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