This paper reports part of a research project on the epistemological education of Physics teachers, aimed at offering foundations and guidelines to improve that education. It assumes that appreciating some particularities of the communication between scientists could contribute to challenging erroneous conceptions of science which frequently underlie educational actions. The first section of this article presents some examples of argumentation maintained between scientists. It endorses teacher training that gives relevance to discussions within science as a contribution to building less stereotyped visions of scientific reasoning and to realizing the social character of knowledge construction in science. Collected data on epistemological content in teacher education allows us to suppose that is possible to incorporate these themes. Some changes in training course dynamics would be associated with it.
Argumentation; Teachers' education in epistemology