This research studies teacher reflection as a tool to improve teaching practice, focusing on student learning. The objective is to describe the way in which teachers in the area operationalize reflection in the practice of science teaching in various higher education careers. The theoretical framework takes elements from didactics, and the concepts of reflection in action from various theoretical references, especially Donald Schön. This research proposes a qualitative approach with an interpretative-naturalistic, epistemological, ontological and pragmatic paradigm, using the case study as a research method, with a purposive sample. The methodological techniques for data collection proposed are semi-structured interviews, non-participant observations and stimulated recall interviews. The analysis of the data should be carried out by generating a matrix of meanings containing the description of teaching practices, after reflection on their teaching methods and science teaching strategies.