Abstract
This contribution focuses on the doctoral thesis, ie the teacher's ability to reflect on teaching as one of the basic attributes that increase the quality of teaching. Highly developed ability to analyze educational situations by pre-service chemistry teachers is essential not only for their decision on future profession but also for their own feedback.
One way in which this ability can be developed is to deepen professional vision (Goodwin, 1994; Lefstein & Snell, 2011). The concept of teachers' professional vision has become an intensely researched issue in recent years.
In Czech conditions, professional vision was examined only with (pre-serivce) English teachers mathematics biology and nursery prospective teachers, but not with (pre-service) chemistry teachers. The doctoral thesis therefore aims at this empty space.
The work examines the impact of reflective practices on the students' ability to process the reflection of lessons, the impact on self-efficacy and the impact of possible interventions during the course. These findings will serve to change the concepts of reflective practices and also contribute to understanding how to cultivate the professional vision of future teachers.