The article outlines the transformation of educational experience of student teachers in solving educational situations into their pedagogical knowledge, using self-reflection. Self-reflection is not understood here only as a turn to the past (to what a student was doing) but mainly to the future. So it does not concern introspection, but active anticipation of new educational situations by a student and his/her practical behaviour. The author tried to determine basic moments of the process of transforming educational experience into knowledge: attempts of a student to act actively in an educational situation, feed-back from students (how their attention was attracted during microteaching), but also from observing colleagues, self-reflection, students searching for the dynamism of his/her behaviour (contrasts between what he/she already knows and what he/she still does not know, what he/she still lacks to manage the situation, which can lead to understanding this situation), the repetition of student attempts to act in another educational situation, the higher level of student self-reflection with the utilization of feedback.

The evolution of theoretical learning concepts brings new stimuli to lifelong learning practice. One of the new theoretical bases appropriate for adult education is an experiential learning theory which analyses and evaluates educational projects and study materials for distance learning as well as e-learning educational programmes from the standpoint of potential learning effectiveness. At the same time, it can be a gnoseological theoretical basis of designing educational programmes for adults, either on a theoretical basis of distance learning, e-learning, or on the basis of their purposeful integration, which is becoming more and more frequent in andragogy. The study gives general tenets of andragogy, presents the main characteristics of experiential learning along with its two major developmental variants – Kolb’s cycle and Jarvis´ revised model of the processes of learning. It defines the basic features of distance learning and e-learning, and formulates general stimuli how to apply experiential learning within these relatively integral educational technologies. In conclusion, it brings about information on practical use of theoretical approaches to teaching pedagogical subjects within educational programmes at universities.

This paper draws attention to the significance of implicit pedagogical knowledge in the educational process of future teaching staff . Implicit pedagogical knowledge is here understood to be the “hidden” knowledge of students of teaching, which originates on the basis of their prior experience, is derived from a student’s implicit theories of learning and teaching, is interlinked with their explicit knowledge – and which influences the behaviour of the student in a pedagogical situation. In the process of creating and developing implicit pedagogical knowledge, the author considers the following to be key elements: self-reflection and the publicising and sharing of pedagogical experience. He indicates that it is absolutely essential that the traditional understanding (such as has been handed down to-date in the literature) be enriched by a new dimension – and especially by the dimension of one’s personality. He offers a newly-coined term “pedagogical condition”, which is understood to describe the ability and flexibility of a student to behave proactively under a variety of pedagogical situations.

The contribution focuses on the description of a specific type of violence which is called mobbing – it means violence among employees. We state in the contribution that there are still no relevant research findings oriented to the occurrence of this socio-pathological phenomenon in school environments. We describe the specifics of prevention and solving this issue in educational environments, particularly the form of education of teachers which should be performed by means of socio-psychological trainings.

The article includes the interpretation and evaluation of self-reflections of students who experimented with Acting with the Inner Partner