Training of graduate students for teaching in higher education

a specific scientific field of knowledge

Abstract

This essay aims to reflect on the training of future university professors – in this case, postgraduate students – and the construction of spaces that guarantee the didactic-pedagogical training of these subjects. There are specificities to teaching and, when they are unknown or denied, they somehow affect the training of undergraduate and postgraduate students. Constructed collectively, this work results from an investigative attitude, readings and reflections around the relevance of adequate training of postgraduate students, who may be future higher education teachers, and around whether the teachers who train these students have knowledge of the specificities and knowledge for teaching work. Next, the issue of specific teaching knowledge that goes beyond technical instrumentality is explored. With brief considerations, the relevance of public and institutional training policies for university teaching is highlighted, since the legislation does not recommend specifically pedagogical knowledge for teaching in Higher Education. Furthermore, we advocate teaching in the academic environment that uses alternatives that value the complexity of teaching, always intentional. It is recognized that there is a scientific field of knowledge to think responsibly about the current training of postgraduate students, future university professors.