This article shows the results of a research with a qualitative methodological orientation and hermeneutic design, which involved the participation of a focus group of six university teachers selected according to theoretical sampling. The purpose of the research was to characterise the pedagogical practices of the teachers of an academic programme in early childhood pedagogy in the traditional distance mode, based on the categories: institution, pedagogical knowledge and subject of knowledge, in order to derive pedagogical implications that contribute to its configuration. Among the results, six conditioning factors of the teachers’ pedagogical practice are presented: 1) The necessary synergy between teaching professionalisation and the humanist vocation to configure oneself as a teaching subject, 2) Teaching experience and the biographical itinerary as mechanisms of self-training, 3) Critical analysis of realities and the ability to transform their environment, 4) Research as a determining factor of good practices, 5) Praxeology as an opportunity to improve the teaching task, from processes of review, action, evaluation, and 6) The homogeneity of the curriculum as a limiting factor for good pedagogical practices. The results ensure pedagogical reflection and discussion of the teaching practice at the university, making it possible in the future to configure a different pedagogical practice based on new ways of assuming pedagogical knowle