In teacher education research, the primary source of data used to measure teachers’ reflective skills are written reflection products, which are often collected in the context of field experiences following specific structural guidelines (e.g., portfolio texts). However, it is unclear how appropriate written products are for this purpose, considering teachers’ everyday professional lives, in which reflection is a mostly verbal, highly self-directed process depending on the teachers’ level of expertise. Therefore, in our study, we analyzed how teachers’ free, unstructured reflections differ from reflections structured by model-based reflection prompts. In an exploratory qualitative research design with theoretical sampling, a total of 22 prospective teachers at four different levels of expertise were asked to reflect on two standardized fictitious vignettes using a think-aloud approach. For the first vignette, participants reflected in an unstructured way. For the second vignette, the reflection was structured using simple model-based reflection prompts. On average, the participants showed a significantly better reflective performance in the structured condition, but no significant differences in relation to the level of expertise were observed. The results contribute to a better understanding of the validity of typical reflections used in teacher education as an indicator of reflective practice in the professional field. © 2025 by the authors.
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