Scale Development and Validation of Feedback Literacy for Teacher Education in Myanmar

This study investigates whether the Feedback Literacy Scale (FLS) can be developed and validated to measure student teachers’ feedback literacy in teacher education in Myanmar. Based on the Feedback Literacy Scale (FLS) by Yildiz et al. (2020) [1], the Student Feedback Literacy Scale (SFLS) developed by Liao (2021) [2], and the Student Feedback Literacy (SFL) scale by Woitt et al. (2023) [3], the Feedback Literacy Scale was validated. Firstly, the item pool for the feedback literacy scale contained 76 items. The participants of this study were 1550 from 360 first-year, 367 second-year, 378 third-year and 445 fourth-year student teachers. The exploratory factor analysis resulted in a four-factor structure, and the final confirmatory factor analysis indicated acceptable model fit. The final scale demonstrated strong internal consistency and acceptable validity and reliability for use with Myanmar student teachers in teacher education. Therefore, the Feedback Literacy Scale (FLS) was found to be valid and reliable for measuring feedback literacy of student teachers of the teacher education program in Myanmar. This study indeed helps student teachers, school administrators and education policymakers improve their understanding of feedback and application of feedback in their learning for future professional teaching in the Myanmar teacher education program.