In actual teaching practice elements of reflexive teaching are found today more and more often. However, it is not clarified methodically. Since Russian teachers do not understand the importance of reflective practice and its effects on professional development and students´ learning, they do not use reflective teaching. As Larrivee notes, “unless teachers develop the practice of critical reflection, they stay trapped in unexamined judgments, interpretations, assumptions, and expectations. Approaching teaching as a reflective practitioner involves fusing personal beliefs and values into a professional identity” (2000, p. 293). Although teachers know what they are doing in the classroom, they cannot clearly reflect their actual pedagogical experience, especially describe reflective teaching. Regarding the importance of teachers´ reflection about teaching practice for their professional development as well as students´ learning process, it is imperative to identify possible factors that promote or hinder reflective practice. Moreover, there is a need for determine the relationship between Russian university teachers´ self-knowledge and their experiences.