The configuration of self-development tool of teacher at the advanced training courses

The article analyzes the experience of implementing a reflective model of advanced training of pedagogical staff of the Donetsk Institute of Postgraduate Pedagogical Education. The reflection is revealed as the object and subject of educational process. The sequence of reflexive training is justified: awareness of the student’s reflective processes, extending knowledge about them, learning the proper reflection to improve teaching practice and self-development. The author analyzes the concept of “reflection”, “introspection”, “reflective environment”, builds the sequence of occurrence of reflection is lined up. Particular attention is paid to self-examination and self-diagnosis. They are key moments of a reflexive process. The reflexive environment, as an important part of reflective training of teachers is examined. The author clearly defines the structure of reflection, functions and methods and the requirements, based on a large number of literatures and teaching practices of the reflection issue. The reflexive abilities, skills, and reflective activities are also examined in this article.