摘要：AbstractDeveloping students’ reflection on their learning is currently one of the major learning goals in higher education. Today's students need to be prepared to function in the rapidly changing world of professional practice. In line with the above, reflection is currently a key concept in teacher education. The purpose of the present study is to support student teachers’ reflection. More specifically, to find out what kind of problematic situations students face in their practical teaching and which levels of activity they report in reflection when using a reduced version of the guided reflection procedure. The analysis is based on 34 written individual reports of the student teachers from a university in Estonia. Data was analysed using qualitative content analysis method, the employed coding scheme was developed based on Korthagen & Vasalos (2005) model of core reflection. The majority of problems were brought out in connection with the students themselves. Finding solutions to the problematic situations showed that reflections were made on all levels of the onion model (Korthagen & Vasalos, 2005). The most frequent level of reflection was the level of beliefs, followed by environment, behaviour, competencies, identity and mission.
