Reflective thinking among teachers: Development and preliminary validation of reflective thinking for teachers questionnaire

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.