The problem of developing the teacher's reflexive competence is related to the transition of the Russian system of General education to the Federal state standards of the new generation and the requirements of the professional standard of the teacher. In modern conditions, reflexive competence is the basis for the emergence of an innovative environment in an educational institution, which creates opportunities for professional development and creativity. The need to develop reflexive abilities in teachers as a condition of professional activity does not cause disputes in the professional community. Designing a system of conditions, tools, and mechanisms that contribute to the professional development of teachers is a developing function of the modern education system. In this regard, the need for educational practice is urgent in describing the features and content of methods for developing reflexive competence of teachers, and identifying the effectiveness of their application in the real educational process of a General education institution. Description of methods for developing reflexive competence is a task not only of pedagogy, but also of psychology, since reflexive competence is a phenomenon that determines the values and self-development of the teacher's personality. The article describes reflexive methods (didactic and technical means) that contribute to the formation of a reflexive environment, the development of components of reflexive competence of teachers in collective forms of activity in a General education institution. The results obtained showed that in the conditions of the reflexive environment of a General education institution, it is possible to form new cultural norms of activity and its critical analysis. Designing a system of conditions and means for developing teachers' reflexive competence contributes to the positive dynamics of professional development (professional qualities of the subject and object), the development of components of reflexive competence (intellectual, personal, cooperative, communicative), and focuses on collective forms of professional interaction.