Abstract
One of the ways to improve the quality of chemistry teaching is to support teachers' ability to reflect educational process. This ability has to be cultivated during the teacher training.
In practice, however, teacher students have not shown the expected level of reflexion ability and neither do have developed assessment competences. This text maps the reflection of chemistry lectures written by teacher students at the Pedagogical Faculty of Charles University in the first year of their master studies.
The observed shift in the depth of the lesson reflection was further supplemented by semi-structured interviews. The results suggest the use of the observation sheet did not help the students reflect the observed lesson better.
The criteria they observe the most is the pupils' teaching activity and pedagogical communication and interaction. In the supplementary interviews the students stated that their attention is mostly focused on the teacher and then on the pupil/pupils.