Deneyimsel Öğrenmenin Güdülenme ve Öğrenme Stratejileri Kullanımı, Yansıtıcı Düşünme ve Öğretmen Özyeterliğine Etkisi

n this study, it is aimed to investigate the efects of Kolb’s experiental learning theory on motivated strategies for learning, refective thinking and teacher self-eficacy beliefs of teacher candidates. Tus, it has been tried to put forward whether or not experiental learning is an alternative way of educating teacher candidates. In this study, pre-test and post-test experiment-control group quasi-experimental design is used. In the study, quantitative data were collected by Kolb Learning Styles Inventory III, Motivated Strategies for Learning Scale, Refective Tinking Scale and Tecaher Self-Eficacy Scale. Qualitative data were obtained from semi-structured interviews and learning diaries. When the quantitative and the qualitative data of the study are interpreted together, it is determined that the teacher candidates participating in the research adopted the learning style of converging, assimilating, accomodating and diverging. It has been determined that experiental learning positively afects the use of motivated learning strategies and refective thinking level, teacher self-eficacy beliefs of participants. It has been revealed that Kolb’s experiental learning theory could be an alternative way in teacher education.