Adviser Professors and Advising Knowledges Role in Tutoring Actions

Abstract

In this paper we identify the advising knowledge that advisors exercise during the their activities in the “Teaching Practices” and “Oriented Training” disciplines. Using qualitative methods, we investigate four professors from an undergrad course that forms Chemistry Teachers. The flowing advising knowledges were identified: dialogic, affective, self-education; self-organization; collaborative action; knowledge on technical-scientific and pedagogical relative to chemistry and on the processes of learning to teach. The knowledges dialogic and affective, and self-formation and self-organization were built based on the constant reflexion. The remaining knowledges have to be developed through partnerships inside and between (or among) institutions, and greatly improve the education of teachers in formation.