Public policies of teacher education: reflections on the formation of professor of law

Abstract

The activity requires teacher knowledge and practices themselves, didactic and pedagogical knowledge and minimum needed to support the teaching actions. The training course is reflected in teaching practice, in the form of work in the classroom, in the use of assessment tools, and finally in the whole process of teaching and learning. The current legislation is expressed to the effect that the training of teachers in higher education should give priority, through master's and doctorate. However, according to research conducted in Brazil, relating to law courses, attests to the near absence of education for teachers in order that courses in post graduate studies are provided precariously and in some cases even devoid of pedagogical training. Thus, this essay, from my experience, seeks to understand, by means of literature, the characteristics of the didactic-pedagogic practice of teachers in legal education, due to lack of training for teachers, as well as the lack of political public for this purpose.