Abstract

• The primary objective of this study was to investigate the student teachers‟ reflective thinking skill. In addition, to examine the brain dominance was of next interest. Design of this study would be cross -sectional in nature. This study conducted across Education Institutions in Myanmar. A total of 1004 student teachers from two Universities of Education and five Education Degree Colleges participated in this study. Brain Dominance Test (Hough, 2010), and Reflective Thinking Questionnaire (Kember et al., 2000) were used as the research instruments. Brain Dominance Test is composed of 50 questionnaires. Reflective Thinking Scale is composed of 16 items. It consists of four subscales such as habitual action, understanding, reflection and critical reflection. Brain Dominance Test and Reflective Thinking Scale coded by using five point Likert type scale, with 1=definitely disagree to 5=definitely agree. The results stated that 343(34%) of student teachers were found to be whole brain thinkers, and 532(53%) were definitely left brain thinkers and the rest 129(13%) were definitely right brain thinkers. Among 1004 participants, the majority of student teachers have average level of reflective thinking skill. Specifically, it can be said that first year student teachers have higher level of reflective thinking than second year student teachers. Most of the definitely leftbrain thinkers are in high level of reflective thinking group. Results indicated that there is a significant main effect of type of brain dominance on the reflective thinking of student teachers. Besides, reflective thinking of student teachers can differ depending on their gender and education level.