Background. Teaching practices of health professionals have been poorly studied from the didactic transposition of disciplinary contents as much in Chile as in Latin America. The logic of the knowledge object and the logic of teaching act converge dialectically at the university classroom. Objective. To describe analytically the representations that health professionals have about their own teaching practices in the disciplinary subjects within the classroom. Materials and methods. A descriptive qualitative design was set up based on the grounded theory, constant comparative method, and the triangulation and convergence principle. The collection techniques of information were: the semi-structured interview, text reading and ethnographic observations. From this analysis ten categories came up: a) Relevance in the teaching knowledge, b) The aim of teaching, c) Appraisal of prior knowledge assessment, d) Usability of didactics, e) Teaching and learning results, f) Disciplinary contents mastery, g) Improvement, h) Teaching style, i) Effectiveness criteria with in the class, j) Slightest knowledge for teaching. To process the verbal data it was used Altlas-ti 6.0 version for the qualitative analysis. Results. The teachers require teaching knowledge to improve the quality of teaching. The concepts of teaching methodology are mainly claimed to the methods and the use of international technology resources. The most use strategy in the teaching process within the classroom is the exhibiting class which is focused on the teacher and close to the behaviorism approach. Conclusion. The dominant pedagogical model is focused on the teacher and it is close to the behaviorism approach, for instance the teaching practices do not represent a systematic teaching task neither is enshrined in the current educative approaches.