Аннотация
This study comprehensively analyzed the learning approachesof future chemistry teachers and the quality of chemistry teaching, and identified their relationship. The data for the study were collected through an online survey. 179 students from 8 higher education institutions and 29 teachers from 6 higher education institutions in Kazakhstan participated in the research. The data were collected on the basis of a Likert scale and processed using t-test for independent samples, correlation and multiple regression analysis. The results showed that strategic and deep learning approaches are relatively dominant among students, while the surfacelearning approach is weakly observed. It was also found that teachers rate the quality of lectures and laboratory classes higher than students, which is due to the fact that teachers prioritize the scientific validity and structure of the content, and students pay more attention to learning activity, the ability to participate in classes and the availability of feedback.Correlation and regression analyses showed that the quality of lectures, seminars and especially laboratory classes is positively related to students' deep and strategic learning approaches. The quality of laboratory classes was the strongest predictor of the deep learning approach. The results of the study indicate the need to strengthen the content connection between lectures, seminars, and laboratory classes, and to systematically introduce interactive teaching methods and feedback in the chemistry teachertraining program.