  One of the most important debates is currently focusing on specifying the
training that university teachers must receive for their professional practice.
Improving it in higher education is extremely important not only for the
scientific production generated by university but also for the adequacy of the
training that future graduates will be offered; professionals facing an
increasingly demanding labour market with new needs. University teachers
training, thus, should be a priority in academic policies due to their
influence and the role played in the evolution of society, as well as being the
basis of the quality of Higher Education. This research, a case study in the
State of Goias (Brazil), is focused on a sample of practicing university
teachers from different fields of knowledge, and has as main objective to know
the characteristics of the training received for their professional practice,
both in the field of scientific education and their educational role and
ability to transfer knowledge. The methodology used has been mixed, not
experimental and descriptive, with the help of instruments for data collection
and analysis of quantitative and qualitative nature (questionnaires,
interviews, monitoring, checklists, documentary analysis, etc.). The results
confirmed the initial hypothesis, which stated that university teachers current
training is primarily scientific and technical, and has gaps in the teacher
training required today for a more effective work in the classroom. In this
area teachers often use teaching methodologies supported by previous
experiences with traditional features. Finally, to optimize this situation,
different strategies for university teachers training are proposed seeking to
improve both their reflection and teaching practice.
