Teacher education in the context of graduate studies programs from the educator’s point of view

Abstract

The education of graduate students for teaching is insuffi ciently taken into account in Brazilian Graduate Studies Programs as a result of an exaggerated focus on research activities. This approach does not do justice to the foundation of University praxis, that is, the cohesion of research, teaching and extension. In an attempt to fi ll this gap, Luiz de Queiroz School of Agriculture, of the University of São Paulo (ESALQ/USP), offers the course “Pedagogical Preparation” to graduate students. The article describes a qualitative investigation that observed six professors involved in that course in three graduate programs. Interviews, class observation and document analysis were used to identify their working conceptions about university teaching. Each Graduate Program has its own course, focused on particular aspects of its fi eld. The professors report that, to plan their activities with the students, they had to review their own teaching and that they also teach through their interaction with the students during classes. They recognize the importance of pedagogical knowledge and the integration of research, teaching and extension in the teaching experience made by their students. The outcome of this study highlights the role of these educational loci and the importance for institutions to take on the responsibility for the professional education of graduate students for teaching.

Keywords: university teaching, educational loci, graduate studies programs, professional teaching.