What prevails today as Didactics? What are the conceptions that guide the teaching of Didactics in teacher education courses? Who are the teachers who teach didactics?  What do these teacher educators  do in order to teach teaching? The formulation of these issues resulted from an analysis of the field of Didactics, more specifically with regard to teaching didactics in teacher education courses. From the 80s of the twentieth century, the production in this field of study in Brazil was strongly marked by discussion raised by Candau (1983) about the need to overcome the instrumental perspective of didatics for the affirmation of a fundamental didatics, marked by the multi-dimensionality of the teaching-learning process, that involves, in an articulated manner, the human, political and technical dimensions. The proposal of a “fundamental” Didactics represented a broad movement of reaction to a type of didactics based on neutrality. Studies on Dictadicts, when proposing the overcoming of the instrumental perspective for the fundamental perspective, do not suggest the end of the discussion on what or how to teach, but its recontextualization, since there is an  understanding that teaching is a social practice, which requires an epistemology that considers the context of social and historical situations in which it occurs. However, following the discussions and proposals regarding the role played by Dicdatics in the curriculum of teacher education shows that this discipline is facing a process of disintegration which includes changes in labels, decreased workload, a shift of topics to other disciplines and the suppression of strategies on how to teach. This situation leads us to think that the proposal of a Dicdatics that helps teachers to understand the learning process in order to delineate it from a situated context has not been assumed by teacher education courses , even though the prescriptive character, characteristic of instrumental Didactic, seems to be overpast. If the prescriptive does not prevail, but the fundamental of dicdatics is not established, what is accounted as dicdatics  in teacher education courses? Those issues challenged us to analyze the teaching of didactics in teacher education courses, taking into account the perspective of the teacher educators involved in the professional trainning of student teachers. This study discusses research data that intended to analyze conceptions and teaching practices of those teacher educators who were teaching Didactics in teacher education courses of three universities in the State of Rio de Janeiro/BR. Taking into account  that the practice of the teacher educator must be a model for the professional practice of future teachers, we sought theoretical support in Gauthier (1998) for a discussion of the professional knowledge which is necessary to be a good teacher and in Zeichner (2009) for the analysis of which course features can promote achievement of educational objectives and a successful teacher education. The conception of teaching  was based on Roldao (2007) and Cochran-Smith & Lytle (1999).

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