This communication presents an empirical study about the change of teachers that, in teacher education contexts, develop collaborative action research process and, by these, develop themselves as individuals and as professionals. It is a study that questions the impacts (within the period of the teacher education) as well as the processes that generated those impacts. It also questions the impacts that remained and how they became, in time, in interaction with other contexts. It questions the teacher education itself and the action research, its devices and the individual and social processes in its relationship with the changes. It questions, mainly, the individual changes of the teachers, but also widens to the social changes of the contexts where the individuals interact, namely when these contexts were settled as the object and the aim of their research and intervention process.