Background. Professional identity is a frequent theme of discussions in vocational education and training, and diverse meanings are linked to this concept. Professional identity was often addressed in terms of related concepts, e.g. professionalism, perceptions of roles, the professional self/self - concept. Professional attitudes or professionalism is seen as a framework used by professionals in identifying their work in a social role context and the emphasis of professionals' value commitments is specifically on the professional status of their work. On the other hand, the conceptualization of professional identity in terms of students' perception of their future roles related to profession focuses their preferred role - content. Whereas the perspective emphasizing students' perception of the 'professional self' focuses on personal attributes that are considered to influence how the actual role - contents are performed. In contrast to these views, in this study, professional identity is conceptualized as developmental process, which is directly linked to and is stipulated by the 'dichotomy' of vocational education and professional practice. Professional identity refers to the professional's conception of what it means to be and act as concrete professional (s). That is, it represents student's professional philosophy, which is related to concrete profession. As such it serves as a frame of reference in the student's deliberation, enactment in professional practice and professional identity development what are seen as congruences and disconnections. Research problem. The study is focused on key issues that include the following research questions: What conceptions of professional philosophy do students hold on entry to their vocational education and professional practice? Does these frame their professional identity development? What kinds of understanding do students acquire whilst learning to become professional and how do they believe they learn to become professionals? What are the congruences and disconnections underlying student's professional identity development in process of vocational education and training? Aim. To diagnose congruences and disconnections between professional identity of students' in vocational education and training and their emerging identities as professionals practitioners during the time when they reflect on their own learning and practicing. Methods. Data collection: written reflections, illuminative artwork and interview. Data analysis: phenomenological hermeneutics and qualitative content analysis. Sample. Research participants (190) were the last year university and college students that are involved in these vocational studies: health (nursing, kinesitherapy) and pedagogical (social pedagogics, art pedadogics) professions. Results. 1) The orientations of professional identity development in vocational education and training are disclosed. 2) The congruences and disconnections between vocational education and professional practice with the view to professional identity development are illuminated. Implications: 1) The university students have poor understanding about philosophy of their profession and the college students identify themselves with their profession congruently. 2) Aspects of professional philosophy are understood and professional identity mainly is developed through the professional practice. 3) Development of professional identity is based on these orientations: self - oriented, other - oriented (e.g. clients, colleagues, teachers), profession - oriented, organization - oriented (educational and practical), learning - oriented. 4) The professional philosophy is not included into learning and teaching processes that are performed at university and college levels as well as professional identity is rarely stipulated at those mentioned educational institutions.