Teaching practices of teacher trainer as markers of work in undergraduate courses

ABSTRACT Research into the teaching practices of teacher trainers is important as it provides insights into the processes and policies of initial and continuing teacher education for these teachers across different undergraduate programs, while also considering the diversity of institutional contexts and territory characteristics. Analyzing this research allows us to understand and update on the needs of teaching (teaching practice) and learning (students’ learning processes), especially based on contemporary issues such as multiculturalism, inclusion, gender and race issues, the use of technology, cultural and religious manifestations, violence and social exclusion, among many other topics that impact educational practice at universities. Fostering this discussion in necessary and urgent in Brazil’s current historical context. Recognizing that the teaching practices developed by teacher trainers are essential in preparing both future and current teachers is central to our interest and intention in organizing this dossier, which consists of 11 articles. Much more than articles, these are research and reflections that touch on and highlight the work carried out in educational settings by those willing and able, both objectively and subjectively, to contribute to the training of those who aspire to work in, or already work in, education. Being a trainer in this field in Brazil presents a significant challenge, given the institutional conditions, employment contracts, scarce financial resources, structural fragility, and the living conditions of students, most of whom are workers seeking training for teaching purposes.