| Summary: | The change in the way of teaching Chemistry requires, among others aspects, the rupture of established teaching practices and involves the professional development of teachers. Several conditions are necessary for such changes to take place, such as the recognition and legitimation of a specific knowledge to teach Chemistry as the Pedagogical Knowledge of Chemistry Content (PCKC) and the identification and characterization of obstacles that hamper the development of this professional knowledge. In this context, this article aims to describe the characterization of two epistemological obstacles: valorative obstacle and experiential obstacle, identified in the concept of undergraduate students of Chemistry Degree. The identification of obstacles of an epistemological nature in the concept of future Chemistry teachers can contribute to the improvement of the teacher training, since it gives subsidies to promote the learning of professional knowledge in Chemistry and perhaps to strengthen the professionalization of this career.
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