The article substantiates the topicallity of the study. A brief analysis of recent research on the topic has been done. The article deals with the teacher’s reflection as part of his professional activity. The concept of "reflection" is recovered. The purpose of the study is to examine the specific formation of reflective processes in the professional development of preschool education specialist. Behavioral-evaluative component of professional reflection of teacher-educator is analysed. The methods for the study of this component have been presented: methods UHF L.N. Sobchik and method of determining the "level of subjective control" E.F.Bazhyn. The sample comprised 84 students of the 1st, 3rd, 5th-year students of the Faculty of Humanities speciality "Preschool education". The results of empirical research have been presented. Peculiarities of transformation reflection in the training future teachers-mentors. Based on the results, we can conclude that the students graduaters have been a significant shift in the direction of external controls, which generally affects the self-esteem and affect future specialist unwillingness to develop important qualities professionally. Based on the research concluded the importance of creating this component in the structure of professional reflection of future educators. Noted that for graduates who are close to professional work results are unsatisfactory and do not indicate the formation of reflective processes. So reflection is one of the important factors of self-identity in general and professional development in particular. The results of empirical research enable to take them into account in the preparation of future teachers. Appropriate to consider while studying at the university to implement a mini-lecture on "Formation of professional self-concept" as well as training sessions on professional development reflection, professional communication, and so on.