What current debates on the future of teacher education in Austria however divergent their lines of argument might be have in common, is their focus on the importance of developing reflexive competencies during the professionalisation process of prospective teachers. This research study is based on the premise that the basic pedagogical attitude forms the core of any pedagogical professionalism. It is this attitude that plays a crucial role in the reception of knowledge and in the implementation of skills into educational practice, revealing a dynamic interplay of the biographically shaped categories of the conceptions of the Self, of man as well as of the world. Based on the Person-Centered Approach developed by Carl Rogers and the perspectives of the systemic-constructivist approaches, this study aims at examining those personal and structural circumstances in teacher education that enable the recognition and reflexive revision of the basic pedagogical attitude, which is considered to be im-perturbable. On the basis of single case studies, which followed the research method of the “pedagogical reflexive interview” developed by Christof (2009a, b), educational processes were initiated and then investigated empirically. Generating a multi-level phase model allowed to extract characteristic de-velopmental themes of progress and translate these into figures of the individual educational process. Final-ly, this research concludes with the generation of a theory of mentoring (self-)reflexive professionalisation processes of teacher education students. The key result of this research refers to the reconstructed core category of emergence, which allows us to understand transformative educational processes as emergent, meaning-generating, self-organized, non-predictable and open-ended phenomena. The dimensions of person, time and struc-ture that are framing mentioned core category provide crucial implications concerning the on-going curriculum development for teacher education.