Reflective Thinking among Teachers: Development and Preliminary Validation of Reflective Thinking for Teachers Questionnaire
Bibliographic record
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
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.044 | 0.075 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".