This paper attempts to contribute to understand how teachers process knowledge about and for teaching, with an aim at attaching new meaning to teaching work. From this perspective, our intention is to broaden the discussion opened in the research project entitled "Professional Development and Training of Teachers: learning about the profession". The challenge of this project was to understand the concept of need as a change or desired direction, in order to support the thesis that if new knowledge were incorporated into teachers' habitus, thus broadening their needs and perspectives of work, new spaces of transformation would be created in the school and classroom context and would reveal a form of being and acting in the profession. The project also permitted discussing two aspects that are emphasized by teachers in forming their identities: 1) the needs and perspectives they assume with regard to professional development and training-the force of the representation; and 2) the importance they attach to school as a context of teachers' production-the locus of teacher professionalization. The text draws attention to four aspects the emphasize the need to reflect on: 1) how professional knowledge is structured; 2) school in the context of teaching production/work; 3) teachers' ways of being and acting in the profession (their habitus) and 4) the epistemological nature of professional knowledge in transforming practices. As part of the results, the project pointed to what we refer to as structuring principles of teacher training: 1) understanding and exceeding the profession's needs; 2) thinking about training for the construction of professional knowledge; 3) reflecting on teaching in regard to research, and research in regard to learning; and 4) attaching new meaning to training as a determining component of change, and integrating training into the exercise of professional development. Based on these aspects, we believe that it is fundamental to propose some work perspectives that permit understanding the profession as a process of learning, knowledge, training and development. And that means reflecting on the continual need for better knowledge, in order to face new educational demands, admit flexibility in the handling of the school's specifics, and support and sustain spaces of reflection, research, negotiation and decision-making that strengthen the relationship between school organization and the personal and professional development of teachers. As a result, the following must be understood: 1) the way our learning experiences are produced; 2) the fact that learning passes through action, production/construction of knowledge; 3) the dimension of practice as a nucleus of the teacher's personal and professional development; 4) the context of school as a place of teacher action; and 5) the need to be involved in ongoing personal/professional education. We should think of the profession as a process of learning, knowledge, training and professional development. In short, to discover a professional project that promotes the construction and production of the meaning of educational practices, in which a teacher faces himself and others in a field of action filled with uncertainties, needs and expectations-forms that include the effort to carry out change in teaching work as well as in the school.