This paper tries to make an integrative review of available knowledge on teacher education research in Brazil, taking into account 410 dissertation and thesis abstracts from 37 Graduate Programs in Education. Complementary analysis of 11 full texts was carried out to explore the studies' theoretical framework and methodological approach. The general results of the abstracts review showed that teacher education research focuses primarily on teacher training for primary school grades. There is very few research on teacher preparation to work with adults and youths or with children at risk situation. Investigations on inservice teacher education are small in number but cover a wide variety of contexts, teaching levels, means and materials. Some new topics emerged from the review: education and environment, and how to deal with health, drug and sex issues in schools. The full texts analysis reinforced some of the abstracts findings: growing interest in inservice teacher education and in the action-research approach; the theoretical framework of most of the studies was based on authors like D. Schon, K. Zeichner, A. Novoa, Ph. Perrenoud; and emphasise topics such as the relective teacher, the teacher as reseracher, professional identity and competence and teachers' attitude change.