Self-reflection or supervisor feedback? misconceptions and practices among student teachers in early childhood education

This study investigates student teachers' understanding and application of self-reflection, as well as the influence of supervisor feedback, during their practicum in early childhood education. Utilizing a qualitative-driven mixed-methods exploratory case study, including surveys, open-ended questionnaires, and analyses of evaluation reports and student portfolios from 14 student teachers and 5 supervisors, the findings reveal a significant gap between the intended purpose of reflective practice and its actual implementation. The study conceptualizes “misconception” as a cognitive-conceptual mismatch in which student teachers perceive reflection as a procedural burden or as external evaluation rather than as a tool for critical inquiry. Student teachers frequently conflate self-reflection with external evaluation or see it as a mere procedural obligation, exhibiting a superficial grasp of its cognitive-critical function. While they demonstrate strong practical teaching abilities, there is a marked absence of engagement with structured reflective frameworks (e.g., Gibbs' Reflective Cycle) and an over-reliance on external validation. Academic supervisors confirmed these misconceptions, noting that students often reflect only when prompted and perceive external feedback as more impactful than self-assessment.