Reflective Thinking among Teachers: Development and Preliminary Validation of Reflective Thinking for Teachers Questionnaire

Authors

  • S. Chee Choy Tunku Abdul Rahman University College
  • Mun Yee Lee Tunku Abdul Rahman University College
  • Daljeet Singh Sedhu

DOI:

https://doi.org/10.11575/ajer.v65i1.56416

Keywords:

reflective thinking, teacher education, instrument validation, instrument development, critical thinking

Abstract

This article describes the development and validation of the 32-item Reflective Thinking for Teachers Questionnaire (RTTQ) designed to assess the process of reflective thinking among teachers. The process of instrument development and validation is described, along with a review of relevant literature related to the process of reflective thinking. An exploratory factor analysis and a subsequent confirmatory factor analysis of the responses of a large sample (N = 659) was carried out. The results of the study showed that the structural equation model developed fitted the questionnaire data well. The confirmatory factor analysis produced goodness of fit indices within an acceptable range, and the questionnaire appeared to be a reliable instrument that would assist in the assessment and improvement of the quality of reflective thinking among teachers.

Cet article décrit le développement et la validation du questionnaire à 32 questions portant sur l’évaluation des compétences de la pensée critique chez les enseignants (Reflective Thinking for Teachers Questionnaire). Nous décrivons le processus d’élaboration et de validation du questionnaire, et présentons un examen de la littérature sur la pensée réflexive. Les réponses d’un échantillon de taille importante (N = 659) ont été soumises à une analyse factorielle exploratoire suivie d’une analyse factorielle confirmatoire. Les résultats indiquent que le modèle d’équation structurelle élaboré s’ajuste bien aux données du questionnaire. L’analyse factorielle confirmatoire a produit des valeurs élevées pour la qualité d’ajustement se situant dans une fourchette acceptable, et le questionnaire semble avoir été un outil fiable pour appuyer l’évaluation et l’amélioration de la qualité de la pensée réflexive chez les enseignants.

Mots clés : pensée réflexive; formation des enseignants; validation d’instruments; élaboration d’instruments; pensée critique

Author Biographies

S. Chee Choy, Tunku Abdul Rahman University College

Siew Chee Choy is an Associate Professor, Centre for Education Psychology and Instructional Strategies, Tunku Abdul Rahman University College, Malaysia.  She is currently also the Head of the Perak Branch Campus.  Her research areas include perceptions and attitudes, reflective teaching and learning.

Mun Yee Lee, Tunku Abdul Rahman University College

Mun Yee Lee is a Lecturer, Department of Languages, Tunku Abdul Rahman University College, whose research interests include educational leadership and management as well as strategies for language teaching and learning.

Daljeet Singh Sedhu

Daljeet Singh Sedhu is a Lecturer in the Department of Languages, Tunku Abdul Rahman University College (Perak Branch Campus), whose research interest are the teaching and learning strategies for English as Second Language and quality assurance in education.

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Published

2019-04-01

How to Cite

Choy, S. C., Lee, M. Y., & Sedhu, D. S. (2019). Reflective Thinking among Teachers: Development and Preliminary Validation of Reflective Thinking for Teachers Questionnaire. Alberta Journal of Educational Research, 65(1), 37–50. https://doi.org/10.11575/ajer.v65i1.56416

Issue

Vol. 65 No. 1 (2019): Spring

Section

ARTICLES

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