Development of student teacher’s professional identity through constructivist approaches and self-reflective techniques

Abstract

The study presents partial results of {"Teaching} profession in the context of changing demands on education", a large-scale research project. What is reflected on are key theoretical starting points of a new model of professional teacher education -- a socio-constructivist conception and reflective model. The question of a teacher's professional identity and its components as well as the conception of teaching as part of professional identity including its developmental stages are placed at the centre of attention. There is a presentation of the aims, methods and results of research into the efficacy of constructivist approaches and reflective techniques for supporting student teachers' professional development. Possibilities offered by and limitations of systematic usage of these innovative approaches are discussed.