Pedagogical reflection in the professional fine arts teacher training

During the last decade the problem of teacher's professional reflection has shifted from the field of pedagogical theory into practice. The introduction of the Federal Educational Standard has changed the school didactics. There appeared methods that activate subject qualities not only of a student but of a teacher as well. Active forms of conducting classes, dialogue in teaching and compulsory reflection at lessons requires the teachers themselves to be able to analyze pedagogical process. Each knowledge domain develops its own reflexive toolkit. Teaching activity at lessons on fine art is a complex impact on a student's sphere of knowledge, skills, attitudes with taking into account his age, abilities, interests. While acquiring artistic-pedagogical education a teacher's mind integrates two fundamentals - an artistic-creative principle and a teaching one. Therefore self-analysis of pedagogical experience by a teacher-artist has some peculiarities. The article reveals the direction of teaching a bachelor in the course "Theory and methodology of fine arts teaching" towards the formation of a professional personality, i.e. the one who is ready and able for the professional reflection. The development of this personal ability will allow a future teacher to overcome stereotypes in teaching and stimulate professional self-improvement. The article gives examples of student's pedagogical reflection research.