Modern teacher education is rethinking its goals and objectives in order to help teachers in a new educational situation to better reveal their potential in the process of professional development. The search for new technological and content resources that will help this happen is an urgent task for teachers' educators. The article discusses two possible resources for the development of teachers' reflection as a basis for their professional development. This is interprofessional interactions and participation in large-scale network cultural projects. Teachers choosing the options about these interprofessional interactions such as "happen regularly" and "caused by a difficult situation with a student" were more likely to point out the impact of such interactions on their ability to look at what they were doing in class critically (43.6%) compared to teachers who noted a lack of such contacts with colleagues (12.2%). The participation of a teacher in cultural and educational projects of various scales as an organiser contributes to the development of higher levels of reflexive consciousness, such as synthesising and transcending forms of reflection. However, for less experienced teachers we found the comparative form of reflection as the most specific. The positing reflection is related to all teachers as experts of cultural projects which were shown in a content analysis of teachers' expertise papers.

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