In this paper are described different Pedagogical content knowledge (pck) aspects of experienced teachers (n = 3) and student-teachers (n = 16) along three levels of Formative Research (fr) course in Spanish and Literature undergraduate program. It used a qualitative research methodology and a colective case study design. The data collection techniques were depthinterviews with teachers, focus groups with students, and document analysis by means Atlas.ti® software (Version 6). The main data collection instrument was a questionnaire known as Pedagogical and Professionalexperience Repertoires (PaP-eRs). The findings were represented through semantic webs that summarize differences and similitudes between teachers and student-teachers conceptions (preconceptions, concepts, ideas and opinions expressed orally or in writing) regarding definition, importance, educational purposes and assessment practices of the subject. In the discussion section, three investigative trends related with pck are differentiated and the theoretical assumptions and limitations of this study are stated. The conclusions point to implications of inquiring and describing teacher and student-teachers conceptions about subject matter, as well as cooperation possibility between teachers.