The paper presents partial results from researches carried out at the University of Sao Paulo in the Project for Teaching at the University and aims at the systematizing of the constitutive elements of a process of pedagogical preparation with a view of constructing an identity for teaching processes at the university. By focusing on the importance of diversity of solutions that are being found by the Program for the Improvement in Teaching (PAE/USP) in the different unities, the aim is to situate them in the field of pedagogical theories dealing with professional formation and development of teaching in the universities. Putting an accent on experiences being currently carried out, the paper shows the importance of the Faculty of Education in offering to teachers theoretical as well as practical support for the acquiring of pedagogical knowledge so as to enable them to analyze, comprehend and propose solutions for problems and situations arising in concrete situations in the teaching process. The research is based on two different conceptual points that in their turn support the methodology opted for: the conceptions of teaching and learning. Given that learning is something that surpasses the mere acquisition of information as involving the processing, analyzing and comparing of it, put it into context, to call it into question and interpreting it, it is not difficult to perceive that we must have a method of studying and inquiring. For the most part, teachers working at the university have learn to teach through teaching. The experience of teaching is one of the means to learn how to become a teacher, but it does not necessarily implies that it is always enough for it. And in that lies the central point concerning processes of preparation of teachers, in taking the experience of teaching as the starting point for a critical analysis of the experience itself so as to configure an epistemology of the practice of construction of the identity of teachers. The professional development of teachers is the main goal of educational proposals that focus on the formation of teachers not merely understood as a process involving technical rationality that considers teachers as mere executors of superior decisions but through a perspective that recognizes their capacity to make decisions by themselves. In confronting their everyday attitudes with theoretical analysis the teacher is able to redefine its own practices and their theoretical support, to research for the constitution of its own practice so as to produce new knowledge concerning theoretical as well as practical aspects of its own activity. To transform the practices of teaching is something that can only be achieved through the teacher's enlarging of its own conscience concerning its own practice in classrooms as part of the university as a whole, and this is something that presupposes theoretical and critical apparatus concerning reality. Such proposals make it clear that teachers are an important part in transforming educational institutions in what concerns their administration, curricular aspects, organization, projects and ways of working. Reforms that took place without the active collaboration of teachers were not able to change institutions in what relates to their social insertion. Consequently, to value the teacher's work means to offer to teachers perspectives of analysis that may enable them to understand historical, social, cultural and organizational contexts in which their activity takes place. Given that, we may well conclude that one of the main points to be taken into account in pedagogical preparation is its planning as a possibility of constructing and development of the teacher's identity in the Post-Graduation as future university teachers.