It seems reasonable to assume that the realization of the doctoral degree denotes that one is proficient in college teaching. However, the literature indicates that doctoral programs are failing to adequately prepare doctoral students for teaching in collegiate settings. The seminal work on doctoral student experiences suggests that doctoral programs are adequately preparing doctoral students for their research function, but concerns emerge around teacher preparation. Four bodies of literature inform this study: (a) the literature on the teaching role in higher education (b) the literature on doctoral students’ experiences as it relates to their teaching preparation (c) the literature on new faculty socialization (d) and the literature on the nature of academic disciplines and their differences as it relates to faculty work. The study fills a gap in the literature by examining junior faculty perceptions of their doctoral level teaching-related preparation by taking a cross disciplinary approach of eight disciplines (four high consensus and four low consensus). The omnibus question this study seeks to address is whether or not there are discipline differences in junior faculty perceptions of their doctoral level preparation for college teaching. The study employed a quantitative approach in collecting data using a survey design. The sample for the study was delimited to junior faculty in political science, sociology, psychology, economics, physics, chemistry, biology and geology from the Southern Regional Education Board (SREB) Four-Year 1 institutions. An instrument developed by Hall (2007) which measures counselor educators’ perception of their doctoral level teaching preparation was modified for the purpose of data collection. Contact information for junior faculty in selected disciplines was collected from SREB Four-Year 1 institutions. Findings reveal an anti-teaching culture embedded within research institutions and also significant discipline differences in overall perceptions of doctoral level teaching preparation. The findings of this study provide higher education leaders and faculty with empirical results which could inform the training of doctoral students for their college teaching role.

Teaching is a foundational professional role addressed within the curriculum of counselor education doctoral programs, yet little is known about the teaching preparation experiences of counselor education doctoral students. This interpretative phenomenological analysis explored the teaching preparation experiences of a purposeful sample of eight current or recently graduated counselor education doctoral students enrolled in Doctor of Philosophy (Ph.D.) programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) through semi-structured interviews. Four superordinate themes, Experiential Integration, Contextual Development, Interactive Reflection, and Emergent Teaching Values, were identified to illustrate how counselor education doctoral students make sense of their teaching preparation experiences. These themes provide in-depth, nuanced, and narrative accounts of the multifaceted, experiential, relational, and contextual developmental teaching preparation experiences of counselor education doctoral students. The findings of this study revealed several important implications for counselor education doctoral students, counselor educations, counselor education doctoral programs, and CACREP to enhance the teaching preparation experiences of counselor education doctoral students. This study overall extends our knowledge of counselor education doctoral students' teaching preparation experiences, adding to a growing body of literature on doctoral teaching preparation in counselor education. / Doctor of Philosophy / Teaching is a foundational professional role addressed within the curriculum of counselor education doctoral programs, yet little is known about the teaching preparation experiences of counselor education doctoral students. This qualitative study explored the teaching preparation experiences of eight current or recently graduated counselor education doctoral students enrolled in accredited counselor education Doctor of Philosophy (Ph.D.) programs. This study used in-depth interviews with counselor education doctoral students to understand how they make sense of their teaching preparation experiences. The analysis of the transcripts of the in-depth interviews revealed four themes that describe experiences, contexts, reflections, and values related to counselor education doctoral students' teaching preparation experiences. These themes provide detailed accounts of the many facets of counselor education doctoral students' teaching preparation experiences. These findings revealed implications for students, educators, degree programs, and accreditation organizations within counselor education that can enhance the teaching preparation experiences of counselor education doctoral students. This study overall extends our knowledge of counselor education doctoral students' teaching preparation experiences. Advancing our understanding of the teaching preparation experiences of counselor education doctoral students can improve the quality of the teaching, learning, and development facilitated through counselor training programs.

This study investigated the practices, perceptions, and time expenditures of post-secondary instructors in American institutions as they prepared for, taught, and reflected on the tasks involved in teaching a one-semester course. The participants either taught in a traditional face-to-face setting or in an all-online context. This study compares and contrasts the experiences of the participants. Although research in the business field includes models for improving productivity, the world of education rarely looks at these subjects, especially in the context of what leads to a successful course. The few studies there have been on similar topics in education have generally failed to provide consensus on amount of time the delivery of an online course requires and on the factors that contribute to that time difference. A clear trend in higher education is the growing use of instructional technology tools that can help instructors meet the needs of students and facilitate the teaching process. However, these changes also bring about challenges for faculty, challenges that must be examined, understood, and addressed in order to ensure the best possible learning environment for everyone involved. This study was designed to examine faculty teaching practices and gain insight into the experiences of faculty teaching classroom-based courses and faculty teaching online or Web-based courses. A qualitative, case study approach was used to conduct an in-depth investigation that focused on the tools and methods that faculty members employ to help them optimize the time they devote to course activities. The study also revealed a set of good practices used by these faculty members. Data included semi-structured interviews, faculty profile questionnaires, and teaching journals. Findings revealed that faculty teaching online recorded an average of one hour per week more on their courses than did faculty teaching in the classroom. There was minimal difference in time commitment between online and classroom-based faculty participants when considering factors such as gender, type of higher education institution, and experience level. Overall, perceptions of faculty workload averaged three hours more than the actual time recorded during the journaling phase of the study, with all of the face-to-face instructors perceiving that they would work more hours than they actually logged on their journals. Only half of the online instructors perceived that they would work more hours than they actually logged. Significant issues brought to light for faculty in both delivery formats included (1) lack of adequate or sufficient preparation for teaching, (2) limited availability of faculty training, and (3) lack of sufficient time to teach. The study also revealed the variation of instructional strategies used for comparison, and a set of common good practices that apply to both online and face-to-face courses. / text

O presente trabalho estuda os impactos na constituição subjetiva de seis auxiliares de educação infantis (ADIs) que trabalhavam em Centros de Educação Infantil da rede municipal de ensino de São Paulo e que passaram por formação docente em Curso Normal, em nível médio, que foi denominado Programa ADI-Magistério, promovido pela Secretaria Municipal de Educação de São Paulo e que atendeu cerca de 3700 profissionais em exercício. Ele apoiou-se em estudos protagonizados por Vigotsky, e retomados por Bruner, Leme, Grandesso, dentre outros, e utilizou a perpectiva teórico-metodológica da Rede de Significações (Rossetti-Ferreira et allii.) para a análise dos dados. Através do exame das narrativas produzidas em entrevistas abertas, a análise buscou identificar os contextos formativos da subjetividade de cada ADI, o que incluiu os acontecimentos históricos, os princípios e métodos de ensino do Programa ADI-Magistério, as relações sociais e as experiências relatadas, e a apreciação de cada uma sobre o novo papel social que assumiram em decorrência da formação - ser professor, avaliando as circunstâncias favorecedoras ou não de mudanças. A partir da configuração dessa rede, verificou como o discurso de cada entrevistada apontava mudanças no olhar para si mesma, ampliação na visão do próprio mundo e dos acontecimentos, alterações na prática profissional, e modificações na concepção de educação infantil. Por último, analisou as conseqüências das experiências provocadas pelo Programa ADI-Magistério para o processo de constituição subjetiva de cada ADI-aluna. Este trabalho poderá contribuir para o planejamento de outros processos formativos, como suporte e estruturação curricular de novos cursos, além de realçar a função social dos processos de formação. / The current study analyses the impact of the subjective development of six Assistant of Child Development, who underwent a teacher preparation programme, named Programa ADI-Magistério, promoted by the Municipal Secretary of Education of the City of Sao Paulo, which enrolled around 3700 professionals working in the Child Education Centers of its educational system. Starting from a hypothesis that the teacher´s way of being and thinking plays an active role in the teaching-learning interface, the objective of this study is to analyze the subjective developmental changes that appear in the subjects\' narratives and to evaluate the favorable and unfavorable circumstances for these changes, based on Vygotsky, Bruner, Leme, Grandesso, and the theoretical-methodological perspective elaborated by Rossetti-Ferreira and allii. and called Network of Meanings. In their interwiews, the subjects were stimulated to reflect about some contexts of their development as their life history, their social relationships and experiences, the principles and methods of the Teaching Preparation Program, and their appreciation of the new social role which they were formally assuming: to be a teacher. From the configuration of this network, the narratives elaborated by the interviewed persons have pointed out changes in their self-image, enlargement in their world vision, changes in their professional practice, and the modification in their concept of early childhood education. A final analysis discussed the mediation of the Teaching Preparation Program in the process of subjective development of each ADI student. In future, this study can contribute for planning other formation processes, and can be used as a support in the formulation of new formative curricula, besides enhancing the social vision of the graduation courses.

Para atuar na docência universitária é preciso, segundo a Lei de Diretrizes e Bases da Educação 9.394, formar-se em programas de mestrado ou doutorado acadêmico. Porém, pouco se sabe sobre a formação destes profissionais na academia, já que cada programa tem a liberdade de elaborar o seu próprio currículo. Assim, a presente pesquisa objetiva desvendar como ocorreu a formação para a atuação docente dos egressos de mestrado acadêmico e doutorado do Programa de Pós-Graduação em Administração da Universidade Federal do Rio Grande do Sul durante os anos 2007-2017. A metodologia de pesquisa adotada neste estudo foi o levantamento de tipo survey. Realizou-se um etapa exploratória qualitativa inicial que subsidiou a formulação de um questionário com 56 questões abertas e fechadas. Os dados permitiram o mapeamento do perfil sócio demográfico dos egressos e o levantamento dos saberes adquiridos durante essa formação compreendidos em três dimensões: saberes aprendidos (ou não), experiências que auxiliaram no desenvolvimento profissional docente e estágio docente supervisionado. Concluiu-se que a formação recebida contribuiu para o desenvolvimento da capacidade de reflexão dos egressos, porém ainda é necessária maior atenção aos aspectos didático-pedagógicos da formação docente. A atividade que mais contribuiu para a formação docente entre os pesquisados foi o estágio supervisionado, havendo a sugestão de ampliação da experiência para todos os alunos. Entre as melhorias sugeridas para o percurso formativo pelos egressos está a inserção de disciplina específica sobre docência na grade de ensino da pós-graduação. / The Law of Education and Guidance 9.394 provides that those who want to work in higher education should be trained in a master or phd programs. However little is known about how these professionals are trained, since the focus of the graduation in Brazil is primarily research (FISCHER, 2006). Given this context, the present research aims to unveil how was the teacher training for graduates of Business masters and phd of the Business Graduate Program of Federal University of Rio Grande do Sul took place during the years 2007-2017. The methodology used in this study was a survey, based on a qualitative exploratory step followed by a quantitative descriptive step. At the end of this stage, a questionnaire was obtained with 56 open and closed questions that allowed the mapping of the graduates’ profile with socio-demographic data and the collection of impressions about their experience divided into three dimensions: knowledge learned or not, experiences that may have assisted in the professional development of their jobs as teachers and the supervised teaching stage. It was concluded that the training received was based on reflection, but more attention is still needed to the didactic-pedagogical aspects of teacher training. The activity that most contributed to the teacher training was the supervised internship with a suggestion to extend the experience for all the students. Finally, with regard to the improvements suggested for the formative course by the graduates is the insertion of specific discipline on teaching in the graduation teaching grid.

Para atuar na docência universitária é preciso, segundo a Lei de Diretrizes e Bases da Educação 9.394, formar-se em programas de mestrado ou doutorado acadêmico. Porém, pouco se sabe sobre a formação destes profissionais na academia, já que cada programa tem a liberdade de elaborar o seu próprio currículo. Assim, a presente pesquisa objetiva desvendar como ocorreu a formação para a atuação docente dos egressos de mestrado acadêmico e doutorado do Programa de Pós-Graduação em Administração da Universidade Federal do Rio Grande do Sul durante os anos 2007-2017. A metodologia de pesquisa adotada neste estudo foi o levantamento de tipo survey. Realizou-se um etapa exploratória qualitativa inicial que subsidiou a formulação de um questionário com 56 questões abertas e fechadas. Os dados permitiram o mapeamento do perfil sócio demográfico dos egressos e o levantamento dos saberes adquiridos durante essa formação compreendidos em três dimensões: saberes aprendidos (ou não), experiências que auxiliaram no desenvolvimento profissional docente e estágio docente supervisionado. Concluiu-se que a formação recebida contribuiu para o desenvolvimento da capacidade de reflexão dos egressos, porém ainda é necessária maior atenção aos aspectos didático-pedagógicos da formação docente. A atividade que mais contribuiu para a formação docente entre os pesquisados foi o estágio supervisionado, havendo a sugestão de ampliação da experiência para todos os alunos. Entre as melhorias sugeridas para o percurso formativo pelos egressos está a inserção de disciplina específica sobre docência na grade de ensino da pós-graduação. / The Law of Education and Guidance 9.394 provides that those who want to work in higher education should be trained in a master or phd programs. However little is known about how these professionals are trained, since the focus of the graduation in Brazil is primarily research (FISCHER, 2006). Given this context, the present research aims to unveil how was the teacher training for graduates of Business masters and phd of the Business Graduate Program of Federal University of Rio Grande do Sul took place during the years 2007-2017. The methodology used in this study was a survey, based on a qualitative exploratory step followed by a quantitative descriptive step. At the end of this stage, a questionnaire was obtained with 56 open and closed questions that allowed the mapping of the graduates’ profile with socio-demographic data and the collection of impressions about their experience divided into three dimensions: knowledge learned or not, experiences that may have assisted in the professional development of their jobs as teachers and the supervised teaching stage. It was concluded that the training received was based on reflection, but more attention is still needed to the didactic-pedagogical aspects of teacher training. The activity that most contributed to the teacher training was the supervised internship with a suggestion to extend the experience for all the students. Finally, with regard to the improvements suggested for the formative course by the graduates is the insertion of specific discipline on teaching in the graduation teaching grid.

O presente trabalho estuda os impactos na constituição subjetiva de seis auxiliares de educação infantis (ADIs) que trabalhavam em Centros de Educação Infantil da rede municipal de ensino de São Paulo e que passaram por formação docente em Curso Normal, em nível médio, que foi denominado Programa ADI-Magistério, promovido pela Secretaria Municipal de Educação de São Paulo e que atendeu cerca de 3700 profissionais em exercício. Ele apoiou-se em estudos protagonizados por Vigotsky, e retomados por Bruner, Leme, Grandesso, dentre outros, e utilizou a perpectiva teórico-metodológica da Rede de Significações (Rossetti-Ferreira et allii.) para a análise dos dados. Através do exame das narrativas produzidas em entrevistas abertas, a análise buscou identificar os contextos formativos da subjetividade de cada ADI, o que incluiu os acontecimentos históricos, os princípios e métodos de ensino do Programa ADI-Magistério, as relações sociais e as experiências relatadas, e a apreciação de cada uma sobre o novo papel social que assumiram em decorrência da formação - ser professor, avaliando as circunstâncias favorecedoras ou não de mudanças. A partir da configuração dessa rede, verificou como o discurso de cada entrevistada apontava mudanças no olhar para si mesma, ampliação na visão do próprio mundo e dos acontecimentos, alterações na prática profissional, e modificações na concepção de educação infantil. Por último, analisou as conseqüências das experiências provocadas pelo Programa ADI-Magistério para o processo de constituição subjetiva de cada ADI-aluna. Este trabalho poderá contribuir para o planejamento de outros processos formativos, como suporte e estruturação curricular de novos cursos, além de realçar a função social dos processos de formação. / The current study analyses the impact of the subjective development of six Assistant of Child Development, who underwent a teacher preparation programme, named Programa ADI-Magistério, promoted by the Municipal Secretary of Education of the City of Sao Paulo, which enrolled around 3700 professionals working in the Child Education Centers of its educational system. Starting from a hypothesis that the teacher´s way of being and thinking plays an active role in the teaching-learning interface, the objective of this study is to analyze the subjective developmental changes that appear in the subjects\' narratives and to evaluate the favorable and unfavorable circumstances for these changes, based on Vygotsky, Bruner, Leme, Grandesso, and the theoretical-methodological perspective elaborated by Rossetti-Ferreira and allii. and called Network of Meanings. In their interwiews, the subjects were stimulated to reflect about some contexts of their development as their life history, their social relationships and experiences, the principles and methods of the Teaching Preparation Program, and their appreciation of the new social role which they were formally assuming: to be a teacher. From the configuration of this network, the narratives elaborated by the interviewed persons have pointed out changes in their self-image, enlargement in their world vision, changes in their professional practice, and the modification in their concept of early childhood education. A final analysis discussed the mediation of the Teaching Preparation Program in the process of subjective development of each ADI student. In future, this study can contribute for planning other formation processes, and can be used as a support in the formulation of new formative curricula, besides enhancing the social vision of the graduation courses.

Para atuar na docência universitária é preciso, segundo a Lei de Diretrizes e Bases da Educação 9.394, formar-se em programas de mestrado ou doutorado acadêmico. Porém, pouco se sabe sobre a formação destes profissionais na academia, já que cada programa tem a liberdade de elaborar o seu próprio currículo. Assim, a presente pesquisa objetiva desvendar como ocorreu a formação para a atuação docente dos egressos de mestrado acadêmico e doutorado do Programa de Pós-Graduação em Administração da Universidade Federal do Rio Grande do Sul durante os anos 2007-2017. A metodologia de pesquisa adotada neste estudo foi o levantamento de tipo survey. Realizou-se um etapa exploratória qualitativa inicial que subsidiou a formulação de um questionário com 56 questões abertas e fechadas. Os dados permitiram o mapeamento do perfil sócio demográfico dos egressos e o levantamento dos saberes adquiridos durante essa formação compreendidos em três dimensões: saberes aprendidos (ou não), experiências que auxiliaram no desenvolvimento profissional docente e estágio docente supervisionado. Concluiu-se que a formação recebida contribuiu para o desenvolvimento da capacidade de reflexão dos egressos, porém ainda é necessária maior atenção aos aspectos didático-pedagógicos da formação docente. A atividade que mais contribuiu para a formação docente entre os pesquisados foi o estágio supervisionado, havendo a sugestão de ampliação da experiência para todos os alunos. Entre as melhorias sugeridas para o percurso formativo pelos egressos está a inserção de disciplina específica sobre docência na grade de ensino da pós-graduação. / The Law of Education and Guidance 9.394 provides that those who want to work in higher education should be trained in a master or phd programs. However little is known about how these professionals are trained, since the focus of the graduation in Brazil is primarily research (FISCHER, 2006). Given this context, the present research aims to unveil how was the teacher training for graduates of Business masters and phd of the Business Graduate Program of Federal University of Rio Grande do Sul took place during the years 2007-2017. The methodology used in this study was a survey, based on a qualitative exploratory step followed by a quantitative descriptive step. At the end of this stage, a questionnaire was obtained with 56 open and closed questions that allowed the mapping of the graduates’ profile with socio-demographic data and the collection of impressions about their experience divided into three dimensions: knowledge learned or not, experiences that may have assisted in the professional development of their jobs as teachers and the supervised teaching stage. It was concluded that the training received was based on reflection, but more attention is still needed to the didactic-pedagogical aspects of teacher training. The activity that most contributed to the teacher training was the supervised internship with a suggestion to extend the experience for all the students. Finally, with regard to the improvements suggested for the formative course by the graduates is the insertion of specific discipline on teaching in the graduation teaching grid.

Made available in DSpace on 2014-06-11T19:24:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-01-28Bitstream added on 2014-06-13T20:31:40Z : No. of bitstreams: 1 aquino_lla_me_arafcl.pdf: 716891 bytes, checksum: f9a8d2e3edc25eebdedc754557abfe6b (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Secretaria de Educação / A intenção central da presente pesquisa foi compreender o trabalho docente fora da situação de sala de aula e voltado para o preparo e organização do ensino. As questões de pesquisa que impulsionaram o estudo foram: Como as professoras utilizam o tempo de trabalho em que não estão lecionando? Que fatores interferem na forma como as professoras usam este tempo de trabalho, que se destina ao planejamento e revisão das aulas? O tempo prescrito pela legislação para o trabalho pedagógico fora da sala de aula é suficiente para que consigam realizar as atividades necessárias à prévia organização do ensino? Os objetivos da pesquisa residem na caracterização das atividades pertinentes à função docente realizadas por professoras alfabetizadoras fora do tempo e do espaço de aula; na identificação das prescrições legais no que tange ao tempo e às atividades destinados ao preparo do ensino, bem como suas relações com o trabalho efetivamente realizado. O estudo foi realizado em uma escola estadual de ensino fundamental, com cinco professoras alfabetizadoras, sendo duas iniciantes e três experientes na profissão. De natureza qualitativa, a pesquisa ocorreu em 2007. Foram utilizados os procedimentos de revisão bibliográfica, observação, questionário, entrevista, produção escrita dos sujeitos participantes e análise de material de trabalho dos mesmos, além da análise de documentos. Como resultados ao se contrastar o trabalho de professoras iniciantes e de professoras experientes, verificaram-se nítidas diferenças entre as mesmas na forma de organização do ensino e no emprego do tempo de trabalho fora da escola, voltado para o preparo das aulas. As demandas externas ao trabalho de sala de aula, tais como, as tarefas burocráticas e o uso do HTPC, interferem na forma e no tempo que as docentes destinam ao preparo do ensino conduzindo a uma sensação... / The present research had as main objective to understand the educational work outside the classroom situation and directed towards the teaching preparation and organization. The research issues that had directed the study had been the following: How do the teachers use their work time when they are not teaching? Which factors interfere in the way teachers use this work time, that is destined to lesson planning and review? Is time destined by the legislation for the pedagogical work outside the classroom enough so that they could carry out the activities necessary to the previous teaching organization? The research aims consist in the characterization of the activities related to the teaching function carried out by literacy teachers out of the lesson time and space; in the identification of the legal prescriptions related to time and to the activities destined to the teaching preparation, as well as their relationship with the work effectively accomplished. The qualitative research was carried out in 2007 in a primary state school, with five literacy teachers – two beginner teachers and three experienced teachers in the profession. The procedures such as bibliographical review, observation, questionnaire, interview, the participants’ written production and analysis of their work material were used, besides the documental analysis. As a result from contrasting the beginner teachers’ to the experienced teachers’ work, clear differences in the way they organize their teaching work and the way the use their time outside the school to prepare their lessons had been verified. The external demands to the classroom’s work, such as, the bureaucratic tasks and the use of the collective pedagogical working hours, intervene in the form and in the time that the teachers destine to the preparation of teaching, leading to a constant sensation of lack of time. Despite they perceive... (Complete abstract click electronic access below)

Desde as primeiras décadas do século XX, foi constatada nos currículos dos cursos de formação de professores a existência de uma disciplina cuja constituição, funcionamento e objetivos têm como pressuposto ensinar a ensinar a matemática. Historicamente, a disciplina Metodologia do Ensino da Matemática tem aparecido nos cursos de Licenciatura em Matemática com distintas denominações. Nos anos 1930, ela apareceu com o nome de Didática Especial da Matemática. Nos anos 1960, essa denominação deu lugar à Prática de Ensino de Matemática, sob a forma de Estágio Supervisionado. Nos anos 1990, surge a nova terminologia Metodologia do Ensino de Matemática. Ao longo dessas alterações, os pressupostos e as características dessa disciplina foram se modificando. Este trabalho teve como objetivo principal compreender o processo histórico de disciplinarização da Metodologia do Ensino de Matemática em cursos de Licenciatura em Matemática, buscando conhecer a gênese e o desenvolvimento histórico da disciplina, identificando conteúdos e métodos propostos bem como as mudanças pelas quais passou a disciplina. A motivação em propor e realizar este estudo surge da necessidade de conhecer e discutir o estatuto epistemológico da disciplina, a fim de compreendermos o seu lugar nos currículos dos cursos de formação de professores. Como metodologia de pesquisa, utilizamos a análise documental (programas de ensino, livros-texto, legislação oficial), a história oral (análise de entrevistas com professores da disciplina) e o estudo de literatura referente ao tema. Tomamos como referência importante, neste trabalho, os estudos de André Chervel, que propôs e estudou o conceito de disciplina no contexto escolar, destacando os fatores que determinam quando um campo de saberes se institucionaliza e forma aquilo que habitualmente se denomina disciplina. O processo de disciplinarização tem percorrido um trajeto semelhante ao da área de pesquisa em Educação Matemática, apresentando características de pluralidade de saberes, constituindo-se, em última análise, em uma disciplina interdisciplinar. / Since the first decades of the XXth century, it can be noticed the presence of a discipline whose constitution, operation and objectives are aimed towards the task of teaching how to teach mathematics. Historically, the discipline Methodology of Mathematics Teaching has appeared in the courses to prepare Mathematics teachers under several distinct denominations. In the years 1930s, it showed itself under the name of Special Didactics of Mathematics. In the 1960s, such denominations was replaced by Practice of Mathematics Teaching, under the form of Supervised Stage. In the 1990s, a new terminology appears: Methodology of Mathematics Teaching. Throughout such changes, the backgrounds and features of that discipline has been changing. The present work had as its main goal to understand the historical process of disciplinarization of the Methodology of Mathematics Teaching in undergraduate courses, searching the origin and the historical development of that discipline, identifying contents and methods proposed as well as the changes through which that discipline had passed. The motive in proposing and putting into practice such study came up from the need to acknowledge the epistemological status of the discipline, in order to understand its place in the teaching preparation courses curricula. As a research method we have applied the documental analysis (teaching programs, text-books, and official legislation), the oral history (interviews) and the study of the literature concerning the subject. Our work is greatly based on the theories of André Chervel, who has proposed and studied the concept of discipline in the school context, emphasizing the factors that determine when a field of knowledge gets institutionalized and becomes what in general is called a discipline. The process of disciplinarization has been carried out by a similar path to that of the Mathematics Education research area, presenting features of plurality of knowledge, constituting, at final analysis, an interdisciplinar discipline.