Kogce, Davut2024-11-072024-11-0720170020-739X1464-5211https://doi.org/10.1080/0020739X.2016.1276228https://hdl.handle.net/11480/14550The aim of this study is to determine pre-service classroom teachers' beliefs and thoughts about the roles of teachers and students in the classroom before taking the Mathematics Teaching I course. With this purpose, the study employed the survey method, a descriptive research technique. The study sample included 75 pre-service teachers (55 females and 20 males) who studied in Omer Halisdemir University's education faculty's primary level teaching department classroom teaching programme in the 2013-2014 academic year, and took the Mathematics Teaching I course. The study data were collected using a survey form including three open-ended structured questions. The data were analysed using the qualitative data analysis method. The study results indicated that the pre-service teachers' beliefs, in terms of both teachers' and students' roles, were between the absolute and transitional levels based on Baxter Magolda's epistemological refection model. This reveals that pre-service teachers' beliefs are in line with conventional teaching and learning approaches.eninfo:eu-repo/semantics/closedAccessPre-service classroom teachersStudents' roleTeachers' roleTeachers' beliefsArticle48683084810.1080/0020739X.2016.12762282-s2.0-85011585253Q2WOS:000402988300003N/A