| Summary: | The objective was to identify the pedagogical practices of teachers in a nursingprogramme and their possible relation to the constructivist model. The approach isqualitative and phenomenological, based on the single case study, which provided insightinto the complexity of the situation investigated in a university academic programme.Observation and pedagogical social cartography were used as correlation techniques.The following deductive categories and subcategories emerged: mediator—teacher—and teaching—didactic scenario, the student and pedagogical strategies. It was identifiedthat the teachers’ pedagogical practices converge in the traditional model of knowledgetransmission, on which they carry out a reflexive process in order to be coherent with theconstructivist pedagogical model proposed by the programme.
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