Problem-area
Physical education teacher education students (PETE-students) find that practicum is the most important course in PETE (Capel & Blair 2007). At practicum, PETE-students are enabled to develop their capability to reflect on experienced teaching-situations, which can develop their judgment (Russel 2005; Russel 2013; Biesta 2012; Winch et al. 2015). There are arguments for making: "practice the core of teachers' professional preparation (Loewenberg Ball and Forzani 2009 p. 497)", but for practicum to be important, the educational context must stimulate PETE-students capability to reflect. Supervisors at practicum can have an important role as they contribute to the reflective environment (Capel et al. 2019). Previous research indicates that supervisors rarely stimulate to good reflective environments that can develop PETE-students judgment in an educative direction (Rossi & lisahunter 2013; Hegender 2010). Furthermore, the concept of reflection in teacher education research is surrounded by: "mixed messages and confusing agendas (Fendler 2003 p. 20)". Later research argues for the necessity of clarifying a theoretical framework that explains what a reflection is and how the reflection should be examined and, thereby avoid making the concept of reflection a truism (Standal et al. 2013).
Purpose
The aim of this study is to identify how PETE-students reflect on teaching during practicums and contribute knowledge of how contextual factors in PETE influence their reflections.