Subject regulation as the foundation of teacher's educational reflection

The article is concerned with the results of theoretical and empiric researches of the features of teacher's educational reflection from the point of self-regulation activity system. The terms «subjective pedagogical reality», «pedagogical reflection», «teacher's educational reflection» are analyzed in the article. It is shown that there is a correlation between the types of self-regulation with subjective and objective estimations of educational reflection. It is found out that the teachers with autonomous type of self-regulation have higher level of educational reflection comparably with the teachers of dependant type.