Teachers' progressive formation continues to have as principal goal the investment in the professional development aiming at the improvement of the educative actions of schools. In order to analyse the substantiality of these actions, we have performed an investigation within a centre of teachers' formation with the following purposes: * analyse the possibility of participation of the graduated in the realization of the centre's formation plan; * analyse the coherence of the formation developed by the centre and compare it with the necessities and expectations of the graduated; * promote the self and hetero critical reflection of the graduated as to the selection and participation in the projects that they are involved in; * analyse the pertinence of the formation proposed by the centre in the professional development of teachers, as adults; * evaluate the resonance of the formation centre's action within the contexts occupied by the 'actors' that perform it. Based on a comprehensive methodology we have taken into account the qualitative aspects of the formation. The graduate's voice was, thus, the major reference and, at the same time, it was the supplier of all the 'data' for analysis. Other resources have also been used in order to consolidate the investigation. The present study allows us to identify either constraints or potentialities of the teachers' formative processes in the current and formal system of progressive formation. This identification enables us to advance to the production of hints that allow changes in the organizational processes and the dynamization of the formation in view of obtaining its finalities.