Levin, AnneMeyer-Siever, Katja2023-02-072023-02-072023-01-30https://media.suub.uni-bremen.de/handle/elib/6534https://doi.org/10.26092/elib/1995Bitte beachten Sie den zugehörigen Appendix.Referring to Weinert’s concept of competence (2003), reflection competence requires cognitive abilities and skills for the analysis of pedagogical practice as well as motivation and volition. 178 students took part in a study where they were asked to analyze vignettes by applying the model STORIES (Students’ Training of Reflection in Educational Settings) after self-assessing their reflection competence. Results validate the postulated model insofar as correlations between the four dimensions of the model are low. In line with former empirical results (Wyss, 2013), the study confirms the weak ability of student teachers to reflect on professional problems and especially to integrate different areas of reflection (e.g., theory with generation of alternatives). This lack of competence is surprisingly accompanied by high self-assessed reflection competence. Different interpretations are discussed. To identify relevant parameters, a follow-up study examining whether reflection competence depends on personality traits and cognitive capabilities will be carried out. Guiding objectives are to explore how the different cognitive abilities of student teachers influence their capacity for reflection and for integrating knowledge at different levels of reflection. Strategies to foster the development of reflection due to specific interventions during preservice programs are discussed.enAlle Rechte vorbehaltenAlle Rechte vorbehaltenreflection competenceknowledge integrationprofessionalization of student teachers370Artikel/Aufsatz10.26092/elib/1995urn:nbn:de:gbv:46-elib65343