The role of a modern teacher is a major challenge, especially when it comes to choosing teaching methods. Unlike traditional, alternative/contemporary methods aim to involve more students in teaching. Since the constructivist approach should be the foundation of modern education, it wanted to be examined to see how much it is actually represented in school practice. In this graduate thesis, research was conducted on the perception of the role of teachers and students in the process of teaching and learning, representation of alternative/contemporary methods and attitudes in the work of teachers and subject teachers and their satisfaction with the work. Qualitative research on teachers' beliefs regarding their role and role of students we have examined through metaphor, and quantitative research through the scale of alternative/contemporary attitudes and methods. By analyzing qualitative data on the role of the teacher, a protective orientation was established, while the perception of the role of the students was dominant in the traditional orientation. On the other hand, by analyzing the representation of alternative/contemporary attitudes and methods we have found that alternative ideas are accepted, however, remains questionable as to what is actually being done in the lesson. Findings have shown that teachers are satisfied with their work and are considered successful in motivating students. We have established the relationship between teacher satisfaction with alternative methods, meaning that the teachers who use them are more satisfied with their work. We conclude that it is necessary to organize further education for the teachers in order to bring them closer to the diversity of constructivist approaches which are inherent in alternative schools.