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.

中文翻译：

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反思性与学术写作：导师如何处理学生教师学士论文中的自我发现

鉴于博洛尼亚的改革，专业和职业学校已逐步成为正规的高等教育机构。在此背景下，瑞士的师范大学 (UTE) 在过去几十年中在社会角色方面发生了重大变化。这一过程的主要变化之一涉及正规教师教育中研究技能的培训。该培训的一部分包括写作作业，例如学士论文，学生通过这些作业展示他们参与科学演讲的能力。本文分析了学生在进行学术写作任务时进行个人反思的程度，特别关注他们的论文导师如何评价反思。学士的分析