Abstract:

The aim of the study is to study the relationship between the epistemological beliefs of English teacher candidates, the design preferences of the educational program and the teaching styles. The capture of the aimed academic success in the teaching of English or why it is not at the desired level, is expressed by many variables in the various research conducted. This study aims to study the variables to be focused in the pre-service training process (religion, preference, style), to identify the role of the relevant variables and to contribute to the improvement of success in the teaching of English. The sample of the study was made by 472 (350 women, 122 men) English teacher candidates who continued their training in the last class in the educational and educational year 2017-2018 in the educational faculties of the various universities of Turkey. In the study, the data on the epistemological beliefs of the teacher candidates, the data on the design preferences of the educational program, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style, the data on the educational style. In the study, the scanning model and the disclaimer relational research design were used. Research finds that English teacher candidates have advanced epistemological beliefs, prefer the most student and problem-centered programs, prefer the least subject-centered program designs, and also adopts the most student-centered/personal model/specialist and representative/specialist styles, among teaching styles.

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