This research presents a theoretically grounded model for forming the professional identity of future primary school teachers through reflective technologies. Structurally, the model includes four interrelated components: target, content, technological, and result-evaluative, ensuring the integrity of the teacher's professional development process. Special attention is paid to reflective technologies as an instrumental basis for professional identity formation, including reflective diary, professional cases, portfolio, and reflective practicum. Key pedagogical conditions for model implementation are described, including the creation of a professional educational environment, organization of practice-oriented learning, psychological and pedagogical support, and development of student's subject position. Four sequential stages of professional identity formation in the context of professional training are identified and characterized in detail: adaptive-introductory, theoretical-methodological, practice-oriented, and professional-creative. The proposed model ensures systematic, purposeful, and effective process of professional identity formation for future primary school teachers in modern education.