The main objective of this article is to highlight the importance of reflective teaching in the process of improving the professional practices of teachers. Reflective teaching in the process of teacher professional development constitutes a highly effective strategy in the educational field as long as it is a structured and systematic process and it is assumed as part of the necessary teaching role in a global context but located in a particular context. Research has been carried out on reflective teaching and knowledge has been generated (concepts, types, budgets and models) for two decades now; however, given current trends, which suggest changes in the way of educating, it has been established as a path to follow, especially as a factor of deep and constant change, especially if it goes hand in hand with research in the classroom. Its use in solving daily problems by combining practical knowledge with theoretical knowledge is highlighted, where the relationship between these two types of knowledge is interdependent and necessary for the professional development of teachers in order to achieve educational quality. To prepare the article, a documentary search was carried out in Google Scholar, Scielo, Redalyc and Dialnet whose thematic axis is reflective teaching and professional teacher development.