چکیده (انگلیسی):

There are many factors affecting self-regulated learning skills of students during teaching progress. Accordingly it is essential to
indicate prospective teachers’ views on self-regulated learning skills and determine variables affecting these views. Study group
of the research comprises third-year students enrolled at the departments of Classroom Teaching, Social Studies Teaching,
Science Teaching, Pre-School Education, Primary Mathematics Education and Turkish Language Teaching in the Faculty of
Education of Cumhuriyet University.
Self-regulated Learning Skills Scale developed by Turan (2009) to determine self-regulated learning skills of university students
was used as the data collecting tool. Results of the study had revealed that Education Faculty Students’ views determined that
statistically differ or not toward in terms of motivation and action to learning, planning and determining aims, strategy using and
assessment, and lack of self-directedness related to gender and department variables.
In analysis of the data; as it was not appropriate to compare the dispersion of the groups according to gender variable, the
comparison has been made solely according to department variable. One way ANOVA test has been utilised in comparisons
made according to department varia