As Munby, Russell and Martin (2001: 877), authors of a review of research on teachers’ knowledge point out, the category of “teacher knowledge” as an object of study - connoting propositional and procedural knowledge as well as dispositions - is relatively new, appearing in the last 25 years. On the other hand, in the last Handbook of Research on Teacher Education (Cochran-Smith, Feiman-Nemser, & McIntyre, 2008), “teacher capacity” is proposed as a wider category including knowledge, beliefs, skills and commitments. In this frame of reference, the purpose of the first part of this paper, will be to do a review about teacher knowledge conceptualization on research on teacher education. What do we know about it? In the second part, we'll present a research project about university teachers pedagogical content knowledge. The purpose of our project is to know how professional knowledge is acquired and expressed. More specifically, how pedagogical content knowledge is acquired and expressed in university teaching practice. Thus, we will approach the particular way competent novice, intermediate and expert teachers from different knowledge fields construct their teaching knowledge. More over, we will focus on the ways this knowledge is expressed in the different disciplinary areas, and under different modalities (presential classes, tutorship, on-line settings, etc.) and steps in teacher education that arise from the European convergence process of the Spanish University System.