New Federal State Higher Educational Standard introduces signifi cant changes in the sense of purpose of education and overburdens professional adaptation of a starting teacher. In this regard, introduction of effective methods for developing a mentoring mechanism in the higher education system is updated. The goal of the research was to develop an approach to the defi nition and development of the mentoring potential in higher education institutions through the example of the Ural Region of the Russian Federation. Interviewing helped to analyze the need for mentorship and the level of its potential in universities of the Ural Region. A system of criteria for assessing the potential of a mentor in higher school was substantiated and structured. Using Harrington's scale, qualitative levels of the potential of a young professional's mentor in higher education institutions were determined based on quantitative scores. A mentor identifi cation model was proposed, taking into account qualitative and quantitative criteria of the mentoring potential. A system of optimization measures for developing the mentoring mechanism in the higher education system of the Ural Region was substantiated. Practical implementation of the fi ndings would facilitate effective adaptation of young professionals to teaching activities and develop their pedagogical potential.

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One of the main problems of the modern higher education system in the Russian Federation (RF) is underrepresentation of knowledge in the educational process as a factor that determines not only the content of thinking but also the personality content. Hence, it updates the issue of providing pedagogical conditions for the development of students' ability to refl ect, which causes quality changes in the self-awareness structure. Through expansion, its cognitive components ensure positive developments in self-formation of future specialists and their self-adjustment. Based on a literary review, the article analyzes and substantiates the refl ection concept content. By means of interviewing, the level of the refl ective competence in students in the process of solving problems was analyzed through the example of mechanic engineering students of Russian universities. Based on multidimensional factor analysis, structural (constructive and situational-destructive) factors of students' refl ection in the educational process were identifi ed. Student clusters were formed and substantiated by the growth rates of refl ective competence factors. The optimal development level of the situational-destructive factor in student refl ection in the process of solving problems was determined. Education technologies for developing refl ective competence in students were elaborated. Parameters of pedagogical refl ection development in the educational process were substantiated. A pedagogical experiment was conducted to assess the effectiveness of the proposed pedagogical conditions for the formation and development of refl ective competence in students in the Russian universities under study. The research of the problem of refl ection development in students in the higher education system of the Russian Federation makes a certain contribution to pedagogical science and teaching practice and opens up new opportunities for the student educational process.