The present communication is in scripted in the study field of trying to know to what extent the investigation practice of teachers contributes to the generation of a self-awareness and reflexive practice, that enables the opposition to a "burocratic" and manly technocratic professionalism, that characterizes the dominant culture. It describes a research that was held around a in service teacher education device, imbibed in a research based in service teacher education, arising from on the job situations with its core aim being the awareness and construction of the in service teacher education needs trough the formative process and also throughout the daily, real life working situations. This study was made within the action research methodologies and the obtained results allow us to argue that the Teacher Education Needs Analyses elaborated from the observation and practice analyses, is one formative intervention form able to promote and develop a reflexive attitude in the teacher, and, as a consequence, able to contribute to the development of a autonomous and responsible teacher- professional identity.