This research focuses how a lecturer's pedagogical mediation in a biological course may contribute to a future teachers' practice in Biology, particularly related to the conceptual elaboration process. The theoretical and methodological approach of the investigation is based on a historical and social framework. Data collection comprises observation and audio tape recording of the lecturer's lessons and interviews with students, which are analyzed according with microgenetic and conceptual approaches. Results reveal the importance that lecturer's pedagogical mediation may have for the initial teacher education in Biology.
Pedagogical mediation; Biological teacher education; Lecturer's teaching practice