Inter and intrasubject domain issues on the content of epistemological conceptions in university teachers

This paper examines the epistemological conceptions of University professors from the perspective of implicit theories. We analyze how the following factors influence these conceptions: (a) the discipline of training them have (intersubject domain issues) and (b) the context chosen to investigate the conceptions intrasubject domain issues). We used an ex post facto prospective design, using two questionnaires stating dilemmas to probe the participants. From the intrasubjecto analysis we can conclude that conceptions of scientific knowledge and ideas about teaching and learning are not related, except that they have been taken explicitly. Intersubject analysis results showed that the discipline of training of teachers affects the content of conceptions.