From the theory of initial teacher training, the relevance of ensuring the theory-practice link has been raised, that is, that the representations or implicit theories about the learning that the educators mobilize, exhibit a correlation with the repertoire of pedagogical practices that they deploy inside the classroom. The available evidence suggests that verification of this fit would accelerate the processes of pedagogical innovation and curricular change in the teaching practices of teachers. Based on the analysis of video-interaction material in university classrooms, this article seeks to examine the convergence between the implicit theory and the pedagogical practice of a group of 20 university teachers who train future early childhood educators at a private catholic university placed in Santiago, Chile. The findings show that a low proportion of university professors reported adherence between their conceptual beliefs and their concrete practices, and that almost all university professors adhere to a critical theory of teaching.