The present study investigates the issue of pedagogy students' training for autonomous learning. Lately, higher education has witnessed increased efforts by the academic staff to plan independent activities for the students aiming at increasing students' motivation for autonomous learning. Postmodern approaches to initial teacher training system emphasize the importance of developing autonomous thinking skills, self-training skills, and encourages metacognitive creativity and metacognitive skills to achieve the professional development goals predominantly during the initial teacher education. The purpose of experimental research was to determine the development level of the core professional skills necessary for students' autonomous learning and socio-professional self- efficacy: managerial, investigative, instrumental and self-assessment competence. The socio- professional self-efficacy test has been elaborated using as theoretical reference the concept of self-efficacy taken from the social learning theory of Bandura (1997) which defined self- efficacy as one's beliefs in the ability to successfully engage in a task in order to obtain the desired outcome. Students' socio-professional self-efficacy values include: motivation and responsibility for efficiency, success and excellence, resistance to new professional situations and difficulties, independent design / execution of socio- professional projects, objective evaluation of learning outcomes, self-esteem and confidence in the ability to tackle failures constructively. The experimental research on pedagogy students' self-education skills and the core professional skills necessary for pedagogy students' autonomous learning has demonstrated a modest groundwork for independent learning which has motivated us to decide on increasing students' academic learning culture, thus contributing to the students' methodological training for autonomous learning.