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This research investigated the challenges of teaching in a professional institution of higher education in the state of Pernambuco, located in the Sao Francisco Valley Development Territory. questioned the events of continuing education and the impact of these on the professional development of teachers, with an emphasis on size constitutive teaching of teaching identities. Established the following objectives: to examine the alternatives accepted by teachers as investments in professional development as a teacher; check the impacts of training experiences in the professional development of teachers; analyze the role of pedagogical mediation processes in the construction of teachers’ identities. The theoretical research in March is defined based on the concepts of profession and professionalization, highlighting trends based on historical dialectic materialism, which gives theoretical support to the historical-critical pedagogical trend. The methodology was characterized by qualitative approach, triangulating techniques to obtain information such as questionnaires, individual and group interviews, as well as participant observation. The systematization and analysis of the results highlight that less than 70% of survey participants teachers have made some kind of investment in their pedagogical training. The training events with the greatest impact on professionalism are those related to the search process. We conclude that one of the challenges of professionalization in the institution studied is the need to implement a continuing training policy which has principle research and critical reflection on the educational processes experienced in higher education. This involves the expansion and strengthening of the role of pedagogical support, seen as an essential vector in the coordination of events related to the teacher education research institution, since most of their teachers did not attend disciplines of teaching and pedagogical basis of their initial training, a fundamental element in the constitution of teacher identities.

A Professional Teacher Work Agenda Teaching in Higher Education