Reflection is essential for professional competence development in every profession. Reflection-on-action (taking place a posteriori, when the task is already accomplished) and reflection-in-action (occurring while performing the task) are equally important to increasing one’s professionalism. Some evidence supports the effectiveness of promoting the former by using metacognitive prompts that encourage vocational education apprentices to reflect. However, it is unclear to what extent this approach is effective to promote their reflection-in-action, to increase the quality of their professional performance, and to establish a long-term attitude to reflect on-action. Using a thinking aloud technique, we asked 15 apprentice chefs to cook a recipe and video-recorded them. When finished, we asked them to complete a report that self-assessed their performance. Nine of them were accustomed to metacognitive prompts to reflect on their practice, the others not. The former group outperformed the latter in the quality of their reflection-in-action. Also, the quality of their performance, according to two experts’ assessment, was significantly better. Finally, their reflection-on-action was higher. Despite its limitations due to the small sample, the study represents a good premise to confirm the effectiveness of our pedagogical approach and transfer it to other initial vocational education professions.

反思对于每个职业的专业能力发展至关重要。反射-导通的动作（发生事后，当任务已经完成）和反射-在-动作（在执行任务中发生）是增加一个人的职业精神同样重要。一些证据支持通过鼓励职业教育学徒反思的元认知提示来促进前者的有效性。但是，尚不清楚该方法在多大程度上有效地促进了他们在行动中的反思，提高了他们的专业绩效的质量，并树立了长期的态度来反映他们在行动上的态度。。我们使用大声思考的技巧，请15名学徒厨师烹饪食谱并进行视频录制。完成后，我们要求他们完成一份自我评估其绩效的报告。他们中的九个人习惯于元认知提示来反思自己的做法，其他人则不然。前一组优于后者在他们的反射-质量在-action。另外，根据两位专家的评估，它们的性能也明显更好。最后，他们对行动的反思更高。尽管由于样本量有限而存在局限性，但该研究为确认我们的教学方法的有效性并将其转移到其他初始职业教育专业提供了一个很好的前提。