摘要：The purpose of the current study was to conduct the linguistic adaptation, validity and reliability of the Pedagogical Belief Systems Scale (PBSS) in the sense of an authentic study. In order to clarify the psychometric properties of the PBSS, 689 prospective teachers (PTS) in diverse teaching programs were leaded to respond to the scale’s items. Both exploratory and explanatory factors analyses were carried out for the scale’s validity correspondence. Factorial analyses showed that, generally, the PBSS is in rapport with the theoretical models and incorporates two main factors/constructs that are characterized with varied sub-factors. The extracted factors of the PBSS include teacher-centred pedagogical beliefs and learner-centred pedagogical beliefs. It was also concluded via the reliability analysis that the PBSS is a reliable scale. When the PBSS was operated for research purposes, it was revealed that the PTs held more learner-centred belief orientations. When the salient socio-demographic variables were operated, only the gender variable confirmed a significant difference in the sense of the PBSS-based scores, and it was also proved that the PBSS was able to externalise the PTs’ pedagogical belief systems by not influencing from the variables such as socio-economic status, mother education level, father education level and geographical accommodation unit. These aforesaid findings were discussed in the light of current related theories.
