عنوان مقاله [English]
This paper attempted to devise and validate a reflective teaching method questionnaire for Iran’s education system at secondary level. The research method was descriptive. The research population included secondary school teachers in Lorestan Province. Using cluster sampling method, a sample of 657 teachers was recruited. The exploratory and confirmatory factor analyses were run to calculate the construct validity of the questionnaire, having a Likert scale. In addition, to calculate its reliability, the index of the Cronbach alpha was administered. To come up with the items on the questionnaire, current literature on the theories and practices of reflective teaching method, which were in the form of books and articles, were reviewed meticulously. The resulting items were set at 29 statements which were later inserted into the questionnaire. To estimate the validity of the structure of the questionnaire, determine its items, and explore its underlying constructs, the exploratory factor analysis was used. The principal component analysis with the Varimax rotation also led to the determination of six constructs, namely, (1) practical, (2) cognitive, (3) meta-cognitive, (4) learners, (5) critical, and (6) ethical factors. The results showed that the questionnaire enjoyed acceptable reliability (α = 0.90) and validity indices for reflective teaching.