Abstract

• The purpose of this study is to investigate the relationship between reflective practices in teacher educators and their professional development. Quantitative research method, descriptive survey design was used to find out reflective practices of teacher educators and their professional development. One hundred and fifty teacher educators from five Education Degree Colleges in four different Divisions and States in Myanmar were selected by using simple random sampling technique. Two instruments: questionnaire for reflective practices of teacher educators and questionnaire for attitude towards professional development were used to collect the required data. In addition, two open-ended questions and nine interview questions for each dimension of reflective practices and attitude towards professional development were also used. In the analysis of data, descriptive statistics (mean and standard deviation) were used to test reflective practices in teacher educators and attitudes toward their professional development and inferential statistics (one-way ANOVA) were also used to compare reflective practices in teacher educators and their attitudes towards professional development in terms of teaching experience. Pearson productmoment correlation was used to assess whether and to what extent there was a relationship between reflective practices of teacher educators and their professional development. The result showed that there was a positively high correlation between reflective practices of teacher educators and their attitudes towards professional development. It can be concluded that if the using levels of teacher educators’ reflective practices are high, they more obviously develop their teaching professions.