While facing challenges in their initial education, early career or in a new career phase, writing narratives is one of the tools teachers often use to express their opinion about their experiences. Studies have shown that the act of writing narratives or narrating episodes of their classes reveal meaningful teacher learning experiences (NÓVOA, 1995; MIZUKAMI, REALI, 2002; GALVÃO, 2005; BUENO et al., 2006; OLIVEIRA E PASSOS, 2008; NÓVOA, FINGER, 2010, OLIVEIRA, 2011). The (re)construction of social and personal stories have inspired many researches and demonstrated that teachers show huge professional development when they have been through these experiences. The teachers' professional development, conceived as a reflexive and critical process on educational praxis, is potentialized by the movement of writing as it demands the (re)elaboration and (res)singification of ideas through the very act of writing which enables a more accurate formulation of notions than oral communication. Our studies indicate that involving undergraduate teachers and new teachers in a collaborative group composed by members from diverse areas help foster a reflection environment, allowing them to revisit their education and ressignify concepts, having their pedagogical practice as the produced reflective axis. Such results gain special relevance when it is noted that this specific professional context rarely posses the resources to minimize the difficulties that are characteristic of the early stages of teachers' careers. In addition to the lack of understanding towards the specific vicissitudes of teachers' early careers, there seems to be no effort in establishing the school as an environment for systematized professional development and a follow-up of teachers' professional placement, not to mention the absence of public policies regarding this professional category. (REALI, TANCREDI e MIZUKAMI, 2010).

Even today, the initiatives to devise follow-up policies of new teachers are rare in Brazil, as observed in the study conducted by Gatti, Barreto e André (2011), where only five cities presented initiatives of policies directed to new teachers. Thus, this scenario led us to devise an investigation involving bachelors of Education and new teachers from Elementary schools that majored in Education who are still developing themselves as teachers. The objective was to try to understand the teachers' professional development through two different perspectives on their formation narratives: the first focus on tracing the path of their  experiences as students, their expectations, shortcomings, etc.; the second, encompasses the difficulties and dillemas of teaching, as well as individual and collective learning taken place in planning actions, development and evaluation of learning and teaching experiences according to  the formation needs presented by group members.

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