The first years of the work as a teacher are decisive in the process of development of its function and identity, given that the transitions are periods considered rich to understand the process of construction of the professional knowledge. This communication is based on research that intends to understand how a group of novice teachers, with the graduation in Primary School Teacher Training of the University of Minho, evaluate their initial teacher training curriculum and the experiences of the induction period, while regulator process of the construction of the professional knowledge and decisive processes for the definition of their own professional project.

This study, with longitudinal nature, involves three cohorts (teachers formed among 2002 and 2004) from where were chosen three groups of five teachers. Group interviews semi-structured, individual reflections written after each interview, and texts produced in the extent of the interactivity mediated by a blog that accompanied the research, that are the main instruments of the collected data process.

In a more specific way, the communication is centered in the content analysis of the individual reflections data, soon written after each group interview, with which we tried to evidence significant issues that emerge in this transition period for the professional work life. Their implications should be noticed for the evaluation of the teacher training process of the professional induction, as well as for the definition of the professional and personal project of the primary school teachers.