The present text was interested in exploring pedagogical practice as a pillar of the process of formation and constitution of what it means to be a teacher, in which reality, this concept is assumed both as a component of their formation, but also as an effective practice of the practicing teacher. A study with a qualitative-documentary approach was developed from a documentary review and analysis, the revised texts, 50 in total, were extracted from academic databases: Dialnet, EBSCO, Scopus and Google Academic between the years 2006 and 2021, which were systematized in analytical research summaries analyzed in the Atlas-ti software. From the results it could be inferred that pedagogical practice can be assumed from three categories, one that conceptualizes it as an integral component of formation; another that determines it as the basis of professional development and finally, pedagogical practice is assumed as integration to the real context of the profession of being a teacher.