This paper will present a brief overview of four specific ways of approach to teachers' professional knowledge from assuming that knowledge is taught, it is taken to schooling to be taught, not necessarily the same knowledge produced in scientific academic communities, but it is remade throughout processes of representation or recreation than can be stated, from different points of view like didactic transpositions under the terms of Chevallard (1991).These four ways are: Content Knowledge Training System, Majority Professional Knowledge, Professional Knowledge teacher as Ideas Integrated System and Teacher Professional Knowledge Specific construction associated with particular categories.The article delves a bit in the last two, especially in the fourth, to consider them as the clearest options to the construction of knowledge that teachers do in their practices.Necessarily, these reflections will be targeted to specific professional knowledge that produces physical education teachers in the educational praxis.