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(Pozna�) 1. Introduction Learning to teach is a complex, long-term process and the pre-service educational programmes prospective teachers take at universities and colleges can serve only as a foundation for future development and a starting point on the way to becoming a reflective teacher. The goals, content and minimal length of such courses are regu- lated by relevant ministries and refined by institutions running them. What is less clear are the ways in which the goals can be achieved. The present paper describes a possible model of training, whose first component involves the identification and analysis of the trainees’ personal theories which are later reanalyzed during instruc- tion and practicum. As a result, a new, reformulated theory is created leading to the development of a reflective approach to teaching. 2. Pre-service foreign-language teacher education programmes 2.1. Goals and content The general goals and content of all teacher training courses currently offered by institutions of higher education in Poland are regulated by the Ministry of Educa- tion and Sports in the decree of September 7th 2004. According to this document, graduates of such courses should have extensive knowledge of the subjects they are to teach and skills to convey this knowledge to learners, they should be able to ful- fill the educational and pastoral functions relying on their knowledge of pedagogy and psychology, and have the necessary methodological knowledge and skills to conduct effective lessons. Additionally, they should be familiar with ways of bring- ing information technology into the teaching process....