Exploring initial teacher education student teachers’ beliefs about reflective practice using a modified reflective practice questionnaire

The proposition that teaching is a reflective profession prominent within educational discourse. Theories underpin reflection are critical component of initial teacher education (ITE) programmes. This study aims to assess the reliability modified Reflective Practice Questionnaire (RPQ) in population ITE students; and compare findings other studies using RPQ professions. reports cross-sectional for capacity students undertaking three different programmes, Bachelor Arts (Hons) (BA) Education [n=91], Professional Graduate Diploma (PGDE) Primary [n=209] Secondary [n=167], one Scottish university. Findings show reliably assesses (Cronbach’s alpha 0.82), which differs depending on programme followed. BA students’ higher than PGDE (P) but not (S) students. differing from terms Reflection-in-Action (RiA), Self-Appraisal (SA), Confidence (general) (CG), (communication) (CC), whereas differ SA, CG CC Stress interacting with Pupils (SiP). indicates student teachers’ those found