Article the study is aimed at identifying the initial levels of formation of reflexive competence of future teachers through the effective organization of independent work. In theoretical analyzes, the content and structure of the concepts of «competence», «reflexive competence», «independent work» are given. The conclusions of domestic and foreign researchers about the content of basic concepts are presented. The structure of reflexive competence in terms of the cognitive component, personal component, action component and communicative-regulatory components is briefly analyzed and the structure of reflexive competence is clarified as a functional complex that ensures the integrity of the professional essence of the future teacher. The article notes that independent work in the structure of training is organized using modern approaches such as Lesson Study, Action Research and portfolio-based learning. The relationship of methodological conditions and reflexive mechanisms in the organization of independent work and the types of independent work that contribute to the development of reflexive competence are analyzed. The course of the organization of diagnostic work on the formation of reflexive competencies of future teachers is characterized. Diagnostics were carried out according to the questionnaire «Motivation for educational activities», the methodology of «A.V. Karpov the criterion of individuality of reflective development», the methodology of «M. Gratzing the level of orientation and manifestation of reflection». The results of the study make it possible to develop practical recommendations aimed at improving the content of education, increasing the professional competence of future teachers and developing reflective skills.