This article is part of guide a protocol of action of the academic community to verify the conceptual appropriation of the pedagogical model for university teachers. The methodology, it envisaged a descriptive design and joint analysis (qualitative - quantitative), with the participation of a sample of 403 teachers from the Universidad de la Costa CUC. As an instrument was designed and validated preliminarily by expert judges a Heading designed to identify the domain level and use of the pedagogical model institutional by teachers with a suitable level Cronbach Alpha (α: .85). The main findings allowed to establish a general level of classification consistency, being good (55%) and excellent (20%). In conclusion, it is evidenced the coherence between the pedagogical model and the conceptual domain model with the teaching practice; and recognizes the importance of creating spaces for reflection for the continuous improvement of the act of teaching in the university context.

Keywords: Educational model, teaching practice, higher education, teachers.