THE ROLE OF TRAINING PROGRAMS IN THE PREPARATION FOR AUTONOMY IN REFLECTION OF CONTINUOUS PROFESSIONAL DEVELOPMENT Nacy Krisztina — Rapos Nora — Pestit CsILia INTRODUCTION The state-of-the-art policy-related interpretation of continuous professional development (CPD) emphasises its systemic nature (Caena 2013); process nature (Stéger 2014); social, community, and institutional influences; as well as supporting all these (European Commission 2010; ETUCE 2008). In this sense, the preparation for CPD starts at the phase of ITE, therefore it is essential that professional development, and the understanding of the role of organizational, collaborative learning in professional development both get in focus during program development. Therefore, in this study we consider the preparation, the professional development occurring during ITE as an integral part of CPD. THEORETICAL BACKGROUND Why is demand for collaboration and autonomous behaviour in teacher education increasing? The unreflected function of schools The most comprehensive answer to this question lies in the interpretation of the relationship between the post-modern and the school. A major challenge of postmodernity is that both traditional values and their normative power are being questioned, but the pluralism of values does not mean their total rejection. It is not self-evident anymore what the society, therefore what the school considers valuable — several worlds of values are co-existing. Accordingly, the postmodern is flexible, dynamic, open, communicative, and dialogic, it has a social nature (cf. Rapos—Gaské—Kalman—Mészaros 2011). In the postmodern world of values, the respect for autonomy and the need for collaboration are present at the same time. However, schools and educational developments do not (re)interpret the changed