Thinking is a series of invisible mental activities carried out by the brain when a man is received by one or more of the five senses in search of meaning in attitude or experience, a purposeful and evolutionary behavior that is formed from within personality, cognitive processes, cognitive processes, And knowledge about the subject of thinking.

thanx. i intend to measure reflective teaching through a pretest and post-est

Pretest and post test is only one way to know whether teacher did better progress in teaching. It doesn't show a realistic and comprehensive teaching success. Effective reflective teaching is a strategy by which teacher want to explore a lot of support and obstacles for teaching success by looking back to all components or teaching indicators for all as a unity of teaching. So, pretest and post test, must be viewed as only one indicator that can not be used to measure the success of teaching.

Look into the NBPTS certification process.

From my perspective you might want to encourage colleagues (students) to engage with discussion and experimentation with reflective practice and reflective tools. Create time and space for reflection on teaching practice , focus on what they've learnt from their reflections and how they can put this new knowledge into practice. A pre-test / post-test protocol may limit genuine engagement in reflective practice if their is a perception of needing to demonstrate improvement through a 'test' rather than a genuine commitment to enhance practice.

tanx

I don't know of any 'test' unfortunately. Maybe you could develop one?

Another option might be to ask teachers to keep a reflective journal. They could keep a record of their reflection-in-action (what occurred to them while the lesson was in progress and how they may have modified their approach accordingly) and reflection-on-action (what occurred to them after the lesson and how they might alter how they would teach next time).

tanx Aaron