This paper reports phenomenographic research focused on studying the conceptions of modeling held by teacher educators.
Data were collected through semi-structured interviews conducted face-to-face with twenty-four teacher educators working in three Chilean primary school teacher education programs.
The analysis identified four categories of description, ranging from modeling as teaching pedagogical activities to modeling as developing teaching linked to the school classroom.
Besides, four dimensions of variation were found, providing a more accurate picture of this teaching practice.
The author recommends continuing the study on this topic for improving the teaching practices enacted by teacher educators.