Rapid technological, informational and market changes in the knowledge societies demand continuous professional education. This process can be seen as inextricably connected to the process of identity construction. In the theoretical part of this thesis conceptualizations of identity in discursive and narrative approaches in psychology are presented, together with an overview of the main technologies for identity reconstruction in the process of continuous professional education (guidance, reflective practice and coaching). The aim of the first part of the research (Study 1) was to understand implicit theories of key actors of the continuous professional education process about: (1) development of professional selves; (2) preconditions of transformative continuous professional education programs. The goal of the second part of the research (Study 2) was to design, implement and evaluate a continuous professional education program aimed at facilitating identity reconstruction. Due to the social embeddedness of the topic, the main methodological framework referred to the ideas of action science and qualitative bricolage. In a more narrow sense, the analytic framework was based on a combination of grounded theory and positioning analysis. In Study 1 data was produced through 13 focus groups and 12 individual interviews. In Study 2 data was produced through a series of 15 workshops. Participants in Study 1 an Study 2 were the key actors of the continuous professional education process from the public, private and nongovernmental sectors. Participants in Study 1 were users (42 participants), trainers (16 participants) and decision makers (9 participants) in the continuous professional education. Participants in Study 2 were users of continuous professional education programs (23 participants). In Study 1 three types of implicit theories of development of professional selves were identified. Each of these types of theories represented a system of beliefs about the nature of professional self and the possibilities of its development. Implicit theories identified in Study 1 reflected the key dilemmas of the formal theories of identity. In implicit theories of key actors, polarizations between the plaster and plasticity hypotheses were reproduced. The initial hypotheses about the existence of different types of implicit theories, including the developmental theories, were confirmed in Study 1. The implicit theories identified in Study 1 have important implications for the continuous professional education process. Depending on the type of implicit theory transformative continuous professional education programs were seen as impossible, difficult or necessary to achieve. Moreover, the hypothesis about the possibility of identifying a set of conditions that impact transformative continuous professional education programs was also confirmed in Study 1. Implicit theories of key actors overlap with the formal theories about characteristics of transformative programs. In Study 2 a program titled Developmental Laboratory was designed, implemented and evaluated. A typology of different kinds of transformative outcomes was produced, together with the typology of key mechanisms of achieving these outcomes. Outcomes identified in Developmental Laboratory included innovative moments of reconceptualization and innovative moments of performing change. Hence, the initial hypothesis was confirmed that transformative outcomes can be achieved through this program. In case of participants from the public sector, outcomes of Developmental Laboratory were somewhat specific and connected to the perception that being a change agent is impossible because of various dissatisfactory social issues. In terms of mechanisms of producing transformative effects, the main principles and types of productive interventions were identified in Study 2. The mechanism of producing change was made transparent through schemes of guidance in different phases of the program, as well as through typologies of generative and elaborative questions and experiments performed. Role play experiments on samples of critical incident situations from professional context were identified as key catalysts of change. These experiments represented the main mechanisms of performing provisional professional selves. These findings are in line with the initial hypothesis that is possible to identify key mechanisms of producing transformative effects in continuous professional education programs. Finally, key barriers to producing transformative effects in continuous professional education were also identified. The implications of this research are threefold: (1) contribution to the contemporary identity theory by unravelling implicit theories about the development of professional self; (2) contribution to the theory and technology of identity reconstruction in continuous professional education programs; (3) contribution to the theory and practice of action science that transcends the traditional boundary between basic and applied research. U svetu brzih tehnoloških, informacionih, tržišnih i brojnih drugih promena, diskurs društva znanja zahteva kontinuirano profesionalno obrazovanje. Ovaj proces može se posmatrati kao nerazdvojivo povezan sa procesom konstrukcije identiteta.U teorijskom delu rada prikazane su konceptualizacije identiteta u okviru diskurzivnih i narativnih pristupa u psihologiji, kao i tehnologije rekonstrukcije identiteta u procesu kontinuiranog profesionalnog obrazovanja (vođenje, podsticanje refleksije i koučing). Cilj prve faze istraživanja (Studija 1) odnosio se na: (1) razumevanje implicitnih teorija ključnih aktera procesa kontinuiranog profesionalnog obrazovanja o razvoju profesionalnog jastva; (2) razumevanje preduslova od kojih, iz perspektive ključnih aktera, zavisi transformativnost programa kontinuiranog profesionalnog obrazovanja. Cilj druge faze istraživanja (Studija 2)podrazumevao je: dizajn, primenu i evaluaciju jednog programa kontinuiranog profesionalnog obrazovanja, u okviru kojeg se podstiču procesi rekonstrukcije identiteta. S obzirom na uronjenost teme u kontekst socijalne prakse, metodološki okvir rada predstavljale su ideje o akcionoj nauci i kvalitativnom brikolažu. U užem smislu, analitički okvir rada predstavljala je kombinacija utemeljene teorije i analize pozicioniranja. Podaci u Studiji 1 proizvedeni su primenom 13 fokus grupa i 12 individualnih intervjua. Podaci u Studiji 2 proizvedeni su izvođenjem serije od 15 radionica. Za učešće u Studiji 1i Studiji 2odabranisu učesnici iz tri sektora: javnog, nevladinog i privatnog. U Studiji 1 učestvovali su korisnici programa kontinuiranog profesionalnog obrazovanja (42 učesnika), treneri/edukatori u programima kontinuiranog profesionalnog obrazovanja (16 učesnika) i donosioci odluka o kontinuiranom profesionalnom obrazovanju zaposlenih (9 učesnika). Učesnici u Studiji 2 bili su korisnici programa kontinuiranog profesionalnog obrazovanja (23 učesnika). U okviru Studije 1 identifikovana su tri tipa implicitnih teorija o razvoju profesionalnog jastva. Svaki od ovih tipova implicitnih teorija predstavlja skup određenih pretpostavki o prirodi profesionalnog jastva i mogućnostima njegovog razvoja. Identifikovane implicitne teorije odražavaju ključne dileme koje se navode u formalnim teorijama identiteta. Kao i u literaturi, u implicitnim teorijama ključnih aktera postoje polarizacije između entitetskog i razvojnog shvatanja identiteta. Na ovaj način, u Studiji 1je potvrđena hipoteza o postojanju različitih tipova implicitnih teorija, uključujući i razvojni tip. Implicitne teorije identifikovane u okviru Studije 1 imaju značajne implikacije za proces kontinuiranog profesionalnog obrazovanja. U zavisnosti od tipa implicitnih teorija ključnih aktera, transformativnost kontinuiranog profesionalnog obrazovanja konceptualizovana je kao nemoguća, teška ili, pak, nužna. Nadalje, u okviru Studije 1 potvrđena je i hipoteza o mogućnosti identifikovanja skupa preduslova od kojih zavisi transformativnost programa kontinuiranog profesionalnog obrazovanja. Može se reći da se implicitne teorije ključnih aktera sadržinski poklapaju sa formalnim teorijama o preduslovima proizvođenja transformativnih efekata. U okviru Studije 2 dizajniran je i primenjen program pod nazivom Razvojna laboratorija. Proizvedena je tipologija različitih vrsta transformativnih ishoda, kao i tipologija ključnih mehanizama koji dovode do ovih ishoda. Ishodi Razvojne laboratorije podrazumevali su inovativne momente rekonceptualizacije, kao i inovativne momente odigravanja promene. Na ovaj način, potvrđena je inicijalna hipoteza da se kroz osmišljeni program kontinuiranog profesionalnog obrazovanja mogu proizvesti transformativni efekti. Efekti Razvojne laboratorije podrazumevali su određene specifičnosti u slučaju učesnika iz javnog sektora,usled percepcije da niz društvenih faktora „blokira―njihovu agensnost. Kada je reč o mehanizmima proizvođenja transformativnih efekata, u okviru Studije 2 identifikovani su određeni principi i tipovi produktivnih facilitatorskih intervencija. Mehanizam proizvođenja promene osvetljen je kroz grafičke prikaze procesa vođenja u različitim fazama programa, tipologiju generativnih i elaborativnih pitanja, kao i tipologiju iskustvenih eksperimenata. Ulogu „zamajaca―promene imali su eksperimenti odigravanja na uzorcima kritičnih situacija iz profesionalnog okruženja. Ovi eksperimenti predstavljali su osnovni mehanizam koji je dovodio do odigravanja provizornih profesionalnih jastava. Navedeni podaci su u skladu sa inicijalnom hipotezom da je moguće osvetliti ključne mehanizme proizvođenja transformativnih efekata u programima kontinuiranog profesionalnog obrazovanja. Najzad, identifikovane su i osnovne prepreke na putu proizvođenja transformativnih efekata u programima kontinuiranog profesionalnog obrazovanja. Značaj i implikacije ovog rada su trostruki: (1) doprinos teoriji identiteta, kroz osvetljavanje implic