Reflective Thinking among Teachers
Development and Preliminary Validation of Reflective Thinking for Teachers Questionnaire
Bibliographic Data
| ID | 8158291 |
|---|---|
| Authors | S Chee Choy (Tunku Abdul Rahman University of Management and Technology), Mun Yee Lee (Tunku Abdul Rahman University of Management and Technology), Daljeet Singh Sedhu (0000-0001-5490-3844) |
| Year | 2019 |
| Volume | 65 |
| Issue | 1 |
| Pages | 37-50 |
| Publication date | 2019-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v65i1.56416 |
| OpenAlex | W4389171129 |
| Language | EN |
| Citations received | 3 |
| References cited | 8 |
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
Confirmatory factor analysis · Developmental psychology · Exploratory factor analysis · Humanities · Psychometrics · Statistics · Structural equation modeling · Collaborative Teaching and Inclusion · Mathematics · Philosophy · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Education and Experience
Development of a Questionnaire to Measure the Level of Reflective Thinking
A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking
Effects of a Neutral Answer Choice on the Reliability and Validity of Attitude and Opinion Items
Understanding and assessing preservice teachers’ reflective thinking
Choosing a multivariate model
Comparative fit indexes in structural models
Principles and Practice of Structural Equation Modeling
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |