Lifelong Learn. 2026, 16, 37-59
Competencies of Teachers and the Reflection and Self‑Reflection Ability of Student Teachers from the Perspective of Supervising Teachers at Secondary Vocational School
This study examines which professional competencies supervising teachers at secondary vocational schools consider key and how they evaluate student teachers’ reflection and self‑reflection during the tea- ching practicum. The study used qualitative semi‑structured interviews with five supervising teachers from four schools in the South Moravian Region. Data were analysed using thematic analysis (Braun & Clarke, 2006), resulting in three categories aligned with the research questions. Supervising teachers emphasized communication (including active listening), careful lesson planning, and the capacity for reflection and self‑reflection. They also reported that student teachers often confuse reflection with self‑reflection and struggle to connect classroom events with their own instructional decisions.
Keywords
pre-service teacher education, teaching practicum, mentor teacher, teacher competencies, reflection, self-reflection.
