In the current context of reforming higher school education in Russia, the reflective teaching methodology is an essential factor for innovations. To understand how teachers can evaluate their teaching practice and engage their students in reflective activities, it is very important to analyse the benefits and limitations of incorporating reflective teaching methodologies into their own teaching processes. The purpose of the study is to obtain teachers´ views on the reflective teaching that are essential in evaluating their experiences. The study explores relationships between teaching approach and student learning. Therefore, the importance of social constructivism as a way of knowing, current theories, and different models of reflection commonly used in practice will be discussed. We hypothesised that reflective methodology help improve knowledge of oneself, personal and professional skills as well as actual practice. To verify this hypothesis, a self-reported reflective teaching questionnaire was designed, and the teachers were surveyed in four Russian universities. The results revealed that while this reflective methodology is not still common in the context of Russian higher education, self-reflection and critical analysing of teaching processes contributes to their professional development and optimizing the teaching practice