Abstract

• The capacity to reflect is recognized as one of the main generic competences and is of high importance in the context of pre-service teacher education. In Myanmar, there is a limit of readily usable questionnaire to explore whether student teachers engage in reflective learning. The purpose of this study was to develop the Reflective Learning Questionnaire of student teachers in Myanmar. A total of 500 student teachers participated in this study. To investigate the number of constructs and structure of reflective learning, exploratory factor analysis with Varimax Rotation was conducted. The exploratory factor analysis results revealed that reflective learning was influenced by the three factors: self-reflection on learning, connecting experience with knowledge, and critical reflection. The three-factored construct consisting of 26 items and explaining 50.394 % of total variance is obtained. Moreover, the internal consistency of the Reflective Learning Questionnaire was satisfying. Therefore, the Reflective Learning Questionnaire can use to measure reflective learning of student teachers.