Resumen Se caracterizo las concepciones de Practica Pedagogica Investigativa y Profundizacion de los maestros en formacion de la Licenciatura en Educacion Basica de X semestre pertenecientes a los CREAD mas grandes y representativos de la Facultad de Estudios a Distancia de la Universidad Pedagogica y Tecnologica de Colombia. Mediante la investigacion descriptiva y el enfoque cualitativo se contemplo el abordaje de cuatro categorias de analisis las cuales permiten reconocer los discursos y actuaciones de los maestros practicantes. Para la recoleccion de informacion se ejecuto una encuesta estructurada con 10 preguntas que se relacionan con las categorias de analisis. Se presentan graficas discriminando las respuestas por frecuencia e interes mostrando como resultado diferentes posturas intelectuales y juicios con relacion al proceso formativo del maestro. Como conclusion, los maestros en formacion conciben la practica pedagogica como el espacio ideal para poner aplicar los conocimientos aprendidos durante el transcurso del ciclo de preparacion profesional en el programa academico de la licenciatura. En este sentido, una vez confrontados los resultados y posturas teoricas se evidencia que dichas concepciones se manifiestan bajo parametros hermeneutico-reflexivos. Palabras Clave: Practica pedagogica, Concepciones, Maestros en Formacion. Abstract The conceptions of educational research practice of detailing in the training of teachers in the bachelor’s degree in basic education were typified; the sample of this study was the students of the Pedagogical and Technological University of Colombia, who are attending the tenth semester in the most representative CREAD of the faculty of distance studies. The use of the descriptive research and a qualitative approach allowed considering four categories of analysis that recognize the speeches and performances from the training teachers. It was executed a structured survey with 10 questions that correspond to the mentioned categories previously. This paper presents some series of graphics, selecting the answer by frequency and interests, the results evince different intellectual stances and opinions related to the learning process of the student in the educational research practice of detailing. In conclusion, teachers in training come up with the pedagogical practice as the ideal space to apply the knowledge learned during the cycle of professional preparation in the academic program of the bachelor's degree. In this sense, once confronted the results and theoretical positions it is clear that these conceptions are manifested under the parameters hermeneutical-reflective. Keywords: educational training, conceptions, training teachers