Teacher in formation: perceptions of teacher educators about their role in a Teacher Education Program in Ceará, Brazil

ABSTRACT This study aimed to reflect on the role of teacher educators in the initial training of future teachers, based on the perceptions of faculty members working in a Licentiate Degree Program in Letters located in the countryside of Ceará, Brazil. With a qualitative approach and exploratory-descriptive objectives, the study involved nine participants and used an online questionnaire as the data collection tool. The questions were designed to outline the participants’ professional profiles and to encourage reflection on their role as teacher educators. Although the participants expressed predominantly critical views, it is not possible, based solely on their statements, to affirm that they have fully incorporated a pedagogical practice consistent with this perspective. The data analysis reveals both movements of critique and attempts to overcome traditional models, as well as the persistence of content-centered academic training practices still present in licentiate programs.