This research identifies the pedagogical transformations perceived by non-graduate professionals from developing pedagogy courses for the teaching practice. It corresponds to a quantitative study of the descriptive level framed in the empirical-analytical paradigm and the non-experimental transversal method of a deductive type. The study involved 152 non-graduate professionals who teach in the Faculty of Business Sciences in a higher education institution in Colombia and took no less than 120 hours in pedagogy, which corresponds to a legal requirement to be able to carry out teaching activities. An instrument composed of 33 Likert scale items was applied to the sample participants, which addressed sociodemographic characteristics, pedagogical knowledge, pedagogical practice and integral pedagogical subject. The data collected were processed through descriptive statistical techniques. The study's findings indicate that pedagogical training scenarios for non-graduate professionals, such as short courses of no less than 120 hours--as occurs in the Colombian context--positively impact professionals and their teaching qualifications. It is concluded that from the participants' perceptions, transformations are produced in pedagogical knowledge, practice and the configuration of the integral pedagogical subject.