Evaluating Reflective Thinking-Based Teacher Training Using Kirkpatrick’s Model

A Multi-Source and Cross-Level Analysis

Dados Bibliográficos

ID22048299
AutoresRahma Tri Wulandari (0009-0002-5819-5528, Universitat Autonòma de Barcelona), Pedro Jurado-De Los Santo (0000-0001-8239-8558, Universitat Autonòma de Barcelona), Antonio Navío Gámez (0000-0002-1638-9167, Universitat Autònoma de Barcelona), Antoni Navío Gámez (Universitat Autonòma de Barcelona)
Ano2026
Volume16
Fascículo6
Páginas837
Data de publicação2026-05-27
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducation Sciences (JOURNAL)
Identificadores do periódicoISSN: 2227-7102 • E-ISSN: 2227-7102
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16060837
OpenAlexW7162513897
IdiomaEN
Referências citadas36

Evaluations of teacher professional development programmes are often constrained by reliance on single-source self-report data and partial evaluation designs, limiting the validity of conclusions on training effectiveness. This study evaluates a Reflective Thinking-Based Training programme in Indonesia using Kirkpatrick’s model, strengthened through multi-source triangulation involving teachers, school principals, peer teachers, and students. A convergent mixed-methods design was employed, integrating quantitative and qualitative data across all four levels. The sample comprised 30 lower secondary school teachers. External evaluations were provided by three principals and four peer teachers at Level 3 (Behaviour), and by 266 students at Level 4 (Results). Findings indicate positive outcomes at early levels, with lower scores observed at higher levels. Mean scores ranged from 4.08 (student-reported outcomes) to 4.77 (teacher reactions). The gradual decline across levels suggests that transfer of training into classroom practice and student learning experiences is not automatic. Cross-level analysis indicates that relationships among evaluation levels are conditional rather than deterministic. These findings provide preliminary support for the feasibility of combining a comprehensive four-level evaluation with multi-source triangulation in resource-constrained contexts. For policymakers and practitioners, results underscore the importance of institutional support mechanisms for sustaining the transfer of professional learning into practice

Faculty Development · Limiting · Peer Assessment · Professional development · Qualitative property · Transfer of training · Triangulation · Reflective Practices in Education · Teacher Education and Assessments · Teacher Education and Leadership Studies