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This study investigates the conceptions of university teachers linked to the initial formation of teachers about what it is to learn at the University. The qualitative phenomenographic study presented was carried out with ten university teachers with more than 15 years of professional activity at the University and with an average age of 52 years, nine of whom are female and one male. The results showed stability in the conceptions of learning compared to previous studies; two main macrodoi:10.26220/aca.3524 fatcat:fxcufdm3nbdpvi3vxbqmabphsi