Abstract

CRUZ, Giseli Barreto da  and  CAMPELO, Talita da Silva. The teacher educator and teaching of didactics in geography licentiate course: the student perspective. Rev. Diálogo Educ. [online]. 2016, vol.16, n.50, pp.851-870. ISSN 1981-416X.  https://doi.org/10.7213/1981-416X.16.050.DS03.

The following article uses as reference the data collected within the research on Didactics and teacher learning in the constitution process of the professional indentity in future teachers, developed between the years of 2012 and 2015. Its objective is to analise knowledge about teaching constructed through the study of Didactics by future teachers, as well as the consequences of the subject matter of Didactics to the process of constitution of professional knowledge on teaching. How do students licentiating in Geography rate their education in Didactics and the role of the teacher educator in the process of learning to teach? This work is a fragment of a broader investigative study, which covered 14 licentiation programs in undergraduate level within a public federal university located in the state of Rio de Janeiro. As methodologic strategy, it was opted by applying survey and organized dicussing groups. From theoretical assumptions based on the studies of Roldão (2007, 2006), Shulman (1986), Gauthier (1998) and Cochran-Smith and Lytle (1999), it was discussed the themes worked in Didactics classes, the forms of teaching mediation predominant in classrooms and the role os the teacher educator in the process of constitution of the teaching professional knowledge base. The results point to Didactics classes as much more centered on theoretical aspects that follow the practice of teaching, than the teaching itself, and that teacher educators, recognized by the students as references of practice, need to incorporate to the teaching they develop, the practice itself as a parameter of teaching.

Keywords : Teaching Education; Teacher Educator; Didactics; Licentiate in Geography.

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