This study aimed to identify significant aspects during the trainer teachers’ early training, as well as existing challenges and gaps during the Distance Education Degree and the characteristics of the teachers’ praxis during the training process. The research took place in the first semester of 2018 and involved 17 trainers from the IFMT Chemistry Licentiate Degree Course. An electronic data form, comprising 7 questions was used to collect the data that was interpreted through content analysis. The theories studied, the practical activities and the pedagogical approach were relevant to the training received. The gaps identified in the IFMT Licentiate Degree course were: lack of practical activities, precarious student training, and system limitations. Regarding the teachers’ praxis, the importance of class planning and the contributions provided were highlighted. From those perceptions, it was understood how the training process occurs at the IFMT, which will allow for planning actions to promote improvements to the course.
