Several changes have currently characterized the school models of many European countries which have modified in a consistent way the architecture of their formative system by structural proposals of reform. This process has contributed to deep changes not only in the didactical organization, but in the very perception of educational professions by families, students and teachers as well. In this respect, the Universities of Bergamo (Italy) and Barcelona (Spain) have cooperated to the development of a common research project whose target /aim is the analysis of the process construction of representations about educational professions. Therefore the main focus are classroom's contexts and their dynamics; the indagation means to define a confrontation among the elements which are typical of each representation, as they appear from the study of interactions deriving from educative situations that belong to both Italian and Spanish contexts, according to a qualitative approach to the research.