The paper presents an innovative course Communication with children for incoming teachers in primary education. There was newly used targeted work with teachers' self-concept through ongoing reflection on assigned topics and self-reflection. It raises the question: Were the students receptive to self-reflection in written reflections? Has reflection on assigned topics also incorporated  reflection of himself? We ask further:  What consciousness does bring this type of reflection most often? What´s this course asset of supporting self-concept of students? What can we do differently? What´s inspiring to the course? Bind us to the information that the need of beginning teachers professional development precedes consciousness of self-concept in the role of teacher (Bullough, 1991). It thus eliminates the risk of uncritical acceptance of foreign drafts. The teacher in the classroom has many opportunities for making their own decisions. It is important that he fully reflects his decisions and did not carry them at random. If he´s led to the development of self-reflection, it can stimulate his becoming an expert (Švaříček, 2009). Schön (2003) claim that the action based on reflection is the key to professional success. We´d watch these claims on case of our course innovation. 

Bullough, R. V. Jr. (1991). Exploring personal teaching metaphors in preservice teacher education. Journal of Teacher Education, 42(1), 43–51. Schön, D. A. (2003). The Reflective Practitioner: How Professionals Think in Action. Aldershot: Ashgate. Švaříček, R. (2009). Narrative and Social Construction of Expert Teacher Professional Identity. (Dissertation). Brno: Masarykova univerzita.