摘要：Purpose of this study was to examine the reliability and validity of the Turkish adaptation of Preservice Teachers’ Pedagogical Development instrument. The scale was used for examining elementary preservice teachers’ views of their pedagogical development regarding mathematics teaching. Data gathered from 243 preservice teachers were used for EFA and CFA to determine the structure of factor loading. The number of the factors in original instrument remained but the factor loading among sub-scales were different. The cronbach alpha coefficient for the overall instrument was 0.919. The instrument is valid and reliable and appropriate to use in Turkish culture. There were no differences amongst preservice teachers’ views regarding gender. There was a significant difference among preservice teachers’ views regarding grade level and achievement
