This research study consisted of analyzing the importance of pedagogical reflection in initial training, in schools, and in the curriculum for fourth year students in the pedagogy programs of the Faculty of History, Geography, and Humanities at UMCE. The guiding question is: how important is pedagogical reflection in initial training, school, and curriculum for students? This study is qualitative-interpretative by nature, with a sequential and emergent design. The main findings show that students perform pedagogical reflection not only as a systematic learned action, but also as a tacit intellectual-professional action. This reflection is considered to be fundamental in initial training, as well as in the schools where they later work as teachers, since it allows them to improve their learning process and teaching performance.