This article report the results of a research study aimed at analyzing Differential Calculus Teacher practices within the Basic Sciences Department at Unidades Tecnologicas de Santander (UTS). The study followed a descriptive-interpretative design in order to identify the main characteristics of teacher practices and their relationship with the institutional pedagogical model. The results obtained highlight multiple possibilities to improve the quality of the students learning processes the Differential Calculus course. The paper initially discusses some conceptual frameworks related to teaching and teaching practices at the higher education level. Next it focuses on a description of the research methodology, and finally assesses the results obtained and the author’s reflections about feasible ensuing actions to strengthen the academic community in the Basic Sciences Department at Unidades Tecnologicas de Santander.Keywords: Education, Teaching, Teacher Education, Pedagogical Models, Competition Education, Pedagogical Practice, Higher Education.