The article deals with psychological and pedagogical aspects of the formation of professional selfesteem of future teachers. The value of the reflexive level in professional activity is analyzed. Psychological
and pedagogical aspects and main approaches to the formation of professional self-assessment of future
specialists are defined. The main stages of formation of reflection and professional assessment in the course
of pedagogical practice are considered. An alternative system for organizing teacher training based on the
reflexive-humanistic model of teacher education is proposed. The purposeful formation of the reflexive
component of students 'practical activity allowed us to significantly adjust the professional and value
orientations and the" I-concept " of students.