To begin with, the theory and practice division is dominant in the literature related to the reflection and reflective practice. Secondly, it is learned from literature that, reflective practice is a valuable and important component in teacher development. It is promoted to be included in preservice teachers’ education program as well as in-service teacher development programs. Thirdly, when we look at the literature from the aspects of tools and methods in order to promote reflective practices, we see that reflective journal writing, use of videos, observations, peer observations, reflective dialogue are the most common preferred ways.Another thing that attracts our attention in the literature review is that it relates constructivism and inquiry with reflective practices of teachers. As a last statement, we can mention on the literature which emphasize on the social aspect of reflections.The literature review on reflective practices of teachers revealed some further research needs. First of all, studies are needed regarding how the incorporation of effective ways in a continuous development program be achieved so that teachers benefits from these practices. In addition to this, some research would be beneficial on collaborative reflective practices of teachers on their teaching area as well as on teaching in general. Further, the role of scaffolding in developing teachers’ reflective practices can also be a study area. Some research on assessing the effectiveness of reflective practices would be beneficial. From the literature review it is seen that that reflection is a hallmark for development of teachers and for providing quality in teaching; it should be given importance to provide development of teachers both in undergraduate programs and continuous education programs.