In light of the Bologna reform, professional and vocational schools have increasingly moved towards becoming formal higher education institutions. In this context, Universities of Teacher Education (UTE) in Switzerland have undergone significant changes with respect to their role in society over the past decades. One of the main changes in this process regards the training of research skills in formal teacher education. Part of this training covers writing assignments, like the bachelor's thesis, with which students show their ability to partake in scientific discourses. This article assays the extent to which students start personal reflexivity when performing academic writing tasks, centering, especially, on how reflexivity is evaluated by their thesis supervisors. The assay of bachelor's theses and their appraisals from one Swiss UTE demonstrates that thesis supervisors display inconsistent and ambivalent attitudes towards their students' self‐reflective engagement.