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This paper is part of a wider research, which main goal is to evaluate how the teacher applies the content of the theories of psychology as a tool to structure his/her pedagogical work while applies his/her practice in building new theories into his/her continuing professional development. This research evaluated, in its many levels, the curriculum proposal and pedagogical organization of a semi-distance learning course of pedagogy for teachers, built on the theoretical and methodological framework of the sociocultural constructivist approach. In the present paper, the co-construction results were focused based on the following methodological strategies: (1) check up of the portfolio of 13 students of the course; (2) semi-structured interview with these 13 students; and (3) evaluation of the academic practice of one of these students in her classroom. The analysis of the results was based on three categories developed for this study: reflexive exercise; student’s active role; and the role of the other. Such information represents an important contribution for the development of innovative didactic strategies on the professional development of teachers. Keywords: psychology; professional development of teachers; teachers’ learning; constructivist sócio-cultural approach

A psicologia e a formação de professores: ação e reflexão a partir da percepção de professores em formação