This paper aimed to analyse the moments that characterize the practice, the formation and the quotidian dilemmas of the practical-reflecting professional on trying to understand his beliefs. Twenty-three meetings involving six teachers and one psychologist were held. The transcribed sPEEch was divided into 11 categories and, then submitted to recuring interviews. The data analysis indicated the need of linking theory to practice in the teacher’s formation and daily routine, through a systematic, quotidian, democratic and shared reflection among the partners, understanding the teacher’s formation as a multifaceted process, based on many dimensions which end in being constructors of much of the teacher’s knowledge.
Reflection; Teacher’s Belief; Teacher’s Formation