Browsing by Author "Pousi, Iina"

Reflection is often stated as a learning outcome of teacher education. However no consistent method exists to assess the extent to which students engage in reflective thinking. The purpose of this study is to explore the utility of Reflection Questionnaire developed by Kember et al. (2000) for measuring the reflection levels of Finnish pre-service teachers. In addition, the Reflection Questionnaire is placed as a part of a broader theoretical framework by examining associations between students’ approaches to learning and stages of reflective thinking. The data (n= 220) was collected in the spring of 2018 and it consisted of pre-service teachers at the beginning of their studies at the University of Helsinki. The reliability and validity of the instrument was examined in terms of internal consistency, structural validity, convergence validity, discriminant validity and nomological validity. The internal consistency was estimated by calculating Cronbach’s alpha. Confirmatory factor analysis (CFA) was used to examine the structural, convergent and discriminant validity of the Reflection Questionnaire. Nomological validity was examined using ALSI questionnaire which measures deep and surface approaches to learning. The Cronbach's alpha values signified that the dimensions of the Finnish version of Reflection Questionnaire were internally consistent. The confirmatory factor analysis indicated acceptable model fit and confirmed the original four-factor model, indicating structural validity of the instrument. In addition, the relationships between the dimensions of reflection supported convergence and discriminant validity. Relationships between deep and surface approaches to learning and the dimensions of reflection provided evidence of nomological validity. These findings reveal the utility of Reflection Questionnaire in measuring reflection levels of pre-service teachers. The Finnish version of Reflection Questionnaire is a valid instrument to be used for learning the extent to which students are engaging in the reflective thinking.