The object of this papper is to identify the factors that influence the reflextive teaching practice to promote innovation in pedagogical practices in the context of Atacama University, particulary at the Vallenar University. This proposal arises from the need for teacher evaluation in higher education, wich was not able to have successful practices in the classroom in terms of knowledge transfer or even in the incentive of student participation. In this way, the need and interdependence of reflextive practice for the successful development of educational innovation is proposed, but with the fulfillment of some key elements: Reflection’s concept, understanding of the type of teacher reflextion and the moment of application and finally consider intrinsic and extrinsic factors that limit said exercise.