Reflective practice involves critical thinking, reassessing, and analyzing one's own practice with the aim of improvement and professional and personal development. A pedagogue is a professional collaborator in an educational institution who plays a significant role in its management and improvement of quality. Accordingly, the need arises for the enforcement of reflection on one's own work to identify and address problems. The field of pedagogical work is exceedingly broad and encompassing various jobs, and within the context of reflective practice, activities like advisory work and action research can be highlighted. Additionally, pedagogical documentation also plays an important role, serving as a tool for recording changes and progress as well as providing feedback. The concept of reflective practice in pedagogical work is examined in this study through the concepts of reflection, self-reflection, and group reflection. By utilizing a survey questionnaire, this study primarily aimed to ascertain pedagogues' understanding of reflective practice. Moreover, both quantitative and qualitative methods were employed to explore the mentioned concepts, aiming to determine if pedagogues engage in reflective practice, to what extent, and in what manner, and whether it is associated with job satisfaction. The results show that there is a relationship between reflection and job satisfaction, that is, that pedagogues who are more satisfied with their work use reflection more often.