We aim to describe the most relevant conclusions of a study that was made as part of the CIPROF project - a project that aimed to study the dimension of identity change that accompanied the dimension of curricular change being studied in the CRIA-SE project. The research resulted in four case studies concerning the process of the formation of professional identity of teachers from one of the training groups in the CRIA-SE project. In epistemological terms, the study was based on the interpretative paradigm. In theoretical terms, the research was based on a conceptual network, whose information came from symbolic interactionism, in which there is a distinction in individual identity between personal identity, social identities and situated identity - corresponding to the organisation of personal and social identities in a situation. In technical terms, the research project included gathering information about the process, through field notes and tape-recorded records of the group sessions, and, at the beginning and end of the intervention, assessing the structure of the identities of the people involved and of their "perceptions" of school. First, the study and methodology are briefly presented, then the results are organised into the three levels of the study's investigation: the school, the group and the people. The unique contexts and different courses can be clearly seen.