In recent years, pedagogical constructivism has enjoyed great popularity, so that many people recognize themselves as constructivists. In the literature it was found that many teachers reported having conceptions aligned to this paradigm, however, the results are contradictory in this regard. In this sense, the purpose of this work was to deepen the results of such research on teaching conceptions, specifically tracing a constructivist view of their practice, as well as the recommendations that the experts have made with regard to these results. A systematic review of the literature was carried out. Documents were searched in the Dialnet database. After applying different filters and assessing the relevance of the articles, 13 works were admitted for qualitative and quantitative analysis. Among the main results, it is emphasized that teachers maintain epistemological and pedagogical conc...