This paper discusses the challenges facing teacher education programs to produce highly sensitive student teachers who are motivated to reflect on their own work, to develop during the preservice process and later as teachers within the professional frame of reference, and to capture a coherent picture of the course of professional development. Data were gathered from the fourth-year course students (n=80) during their final practice using interviews conducted as a social-communicative process by a second evaluator. The data were classified into five sections: (1) how capable student teachers were in conceptualizing and analyzing their own practice and behavior: (2) how they studied different roles; (3) how conscious they were of their practical theories; (4) how capable they were in reflection or utilization of experiences; and (5) how they saw educational situations as a whole. Their ability to analyze and self-evaluate was moderate. Most had not integrated personal experiences and beliefs into a valid basis for action. The reflection of experience was the most salient part in their professional development. They linked theoretical thinking and their personal view into a holistic vision. (Contains 28 references.) (CK)