The aim of this study is to contribute knowledge about what characterizes students' capabilities to reflect on and self-assess their professional development during four school based vocational training courses in distance higher education. What abilities and challenges appear in their written reflections and self-assessments with critical incidents about a situation, incident, or issue in their log journals, as well as in their discussions online. face-to-face (F2F), supported by a mobile learning hub (MLH) with both mobile and blended activities? Theoretically, the study is based on five major levels of reflection: reporting, responding, relating, reasoning and reconstructing. The results from a group of students' representative excerpts demonstrates the importance of letting student teachers have agency and mediate their subjective experiences during practical vocational training in progression, supported by mobile and blended tools, to understand and make sense of experience in relation to self, others, and contextual conditions for personal and professional learning.