摘要：Teachers' pedagogical beliefs affect their teaching practices. The purpose of this study is to develop a scale about constructivist learning beliefs of t eachers. The 5-point Likert-type scale has 26 items which are based on six factors; complex-contextualized design, active/manipulative participation, collaborative-conversatio nal study, intentional-meaningful activities, kno wled ge construction and reflective thinking. The scale was administered to 414 teachers. Confirmatory factor analysis demonstrated that RMSEA is .066; and the cronbach alfa coefficient was found to be .94.
