Abstract

In light of the Bologna reform, professional and vocational schools have progressively moved towards becoming formal higher education institutions. In this context, Universities of Teacher Education (UTE) in Switzerland have undergone significant changes with respect to their role in society over the past decades. One of the major changes in this process concerns the training of research skills in formal teacher education. Part of this training includes writing assignments, such as the bachelor's thesis, with which students demonstrate their ability to participate in scientific discourses. This paper analyses the degree to which students engage in personal reflexivity when carrying out academic writing tasks, focusing, in particular, on how reflexivity is appraised by their thesis supervisors. The analysis of bachelor's theses and their evaluations from one Swiss UTE show that thesis supervisors show ambivalent and contradictory attitudes towards the self‐reflective engagement of their students.

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