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Prehistory has produced evidence for two meaningful regularities in human evolution: tool making and the collection and use of ochre. Tools and tool making have been acknowledged as fossil indicators of human skill, mental capacities, and social and cultural development.

Reflection is generally acknowledged as an important part of teacher education and a central activity in teacher development. The close connection between reflection and identity development has been noted in literature on teacher education. This paper will focus on the interplay among the concepts of reflection, identity and the ideal, and will report the results of a pilot study which attempted to elicit from student teachers their reflections on an ideal identity for their future lives as teachers. The implications of such reflection for teacher education programmes will be indicated.