The aim of the paper is to examine the construction of teacher identity, or self-concept, and the dynamics between different parts of self, and especially the reflection related to these issues. The study is based on the assumption that self-concepts are, at least partly, situational, and that realistic and accurate self- cognitions are important for constructive and good teacher-student relations, as well as for teachers' own emotional well being. Theoretically, the study is based on the notion of situated cognition and that of reflective practice. Besides describing teacher identity, the study thus aims to examine and develop reflective practices in teacher education, concentrating on the different aspects of self, possible discrepancies between these, and concretising actions leading to reflectivity. Reflection on the dynamics and different aspects of identity is assumed to advance a teacher's awareness of his/her beliefs and action, and hence it can serve as a means of professional growth.