Teacher's relations with the contents they teach, essential constituents of teaching activity and fundamental for the formation of professional identity, have not yet been paid the attention they deserve by researchers. This article aims to discuss the theoretical possibilities provided by the combination of the categories "teacher's knowledge" and "school knowledge" while researching teacher's relations with the contents they teach. Implicit in these categories is the understanding of the specificity of educational activity which helps the development of an epistemology of teaching practice, different from that inherent to scientific knowledge, allowing the development of research on teaching provided with the appropriate theoretical instruments to face the emergent challenges.
teacher's knowledge; teacher's education; knowledge; subject matter content knowledge