Substantive and procedural aspects of the reflective culture development of students’ advanced training courses

The article deals with the development of a reflective culture as one of the main conditions for the professional growth of students’ advanced training courses. The relevance of the research of the development of teachers’ reflective culture in the current conditions of the development of education is substantiated. The theoretical part reveals the essence of the concept of the teacher's reflexive culture, describes its components and types of reflection. The empirical part of the article presents the results of a pilot study of teachers’ reflexivity as a basic component of a reflexive culture conducted by researchers of the Center of Educational, Methodological and Scientific Support of the Teaching of Children with Disabilities at the Chelyabinsk Institute of Retraining and Improvement of Professional Skill of Educators. The author identifies the contradictions that were revealed because of an empirical research. In addition, the content of the article is proposed and described a series of activities for teachers, aimed at the developing of their reflexive culture with the help of additional professional programs.