Between the Mirror and the Oil Lamp: Promptings from a Teaching Case in Graduation Courses
This paper presents the results of a formative experience involving teacher trainers in a Master degree graduation course. The course used a teaching case which is considered here a formative and investigative strategy. The writing of this paper derives from the re-reading of a paper previously published by Rocha (2012) on the Ensino em Re-Vista (UFU)Journal, v.19. The publication portraits the experience with teaching cases for a class of Advanced Seminar II in 2007 of the Master of Education Program, at the Federal University of Mato Grosso/Brazil – under the line of research “Teacher education and school organization”. In general, graduate courses in Brazil receive professionals from different knowledge areas, even for graduate courses in education. The Master degree program is an entrance door for academic paths, especially when the profile of the teacher who will start teaching undergraduate or specialization courses is taken into consideration. In these programs, besides the professionals with specific interest in educational research, there are also teacher trainers, and in general, higher education professors.
