The purpose of this paper is to determine the self-efficacy perceptions of Turkish Language Teacher candidates towards teaching grammar in the context of Turkish language teaching as a native and foreign language. Data, in this descriptive study, have been collected through interview, which is one of the qualitative data collection methods. 80 Turkish language teacher candidates, which were studying Turkish Language Teaching (BA) from two state universities in Aegean and Mediterranean regions of Turkey in 2018-2019 educational year, have been formed the sample of this study. Data have been collected via structured written interview form from 80 teacher candidates decided through purposeful sample method. Collected data, investigated through content analysis method by researchers, have been evaluated in terms of Turkish language teacher candidates’ self-efficacy perceptions towards the processes of teaching grammar of Turkish as a native and foreign language comparatively. As a result, teacher candidates have stated that they felt themselves considerably sufficient about Turkish grammar and Turkish grammar courses at university have helped their mastery of grammar. When their junior and senior year Turkish grammar mastery has been analyzed comparatively, it has been seen that they felt confident at both levels. On the other hand, it has been determined that teacher candidates did not see themselves sufficient enough in teaching Turkish as a foreign language, although they did as a native language in terms of approaches, methods or techniques and their applications which are/can be used in teaching Turkish grammar.
Turkish teaching as a mother tounge, Turkish teaching as a foreign language, Turkish student teachers, grammar teaching, self-efficacy.