This investigation focuses on the construction and grounds of early childhood educators’ personal practical theories, its transformations (in the first year after the initial training period and after nine years after the end of vocational training) and the identification of the factors that were involved and influenced the construction and modification of these theories, in particular training, supervision and professional socialization. Complementary focus was also on knowledge-building strategies in children as a purpose of the educator's action.

We conceive knowledge construction in a line of epistemology of practice (Alarcão e Roldão, 2008, Schön, 1983), which involves reflexion, critique, analysis, and theorizing, in order to produce professional knowledge. Teacher training implies strengthening the professionalism and construction of professional knowledge from, and within teaching practice (Roldão, Hamido & Galveias, 2004). The construction of knowledge is crucial to teacher autonomy and professionalism (Zeichner, 1993; Hargreaves, 1998) as a training that is resilient to adverse features of educational contexts in which educators begin to work and facilitate the adoption of innovative educational practices.

The study presented here focuses on processes of learning and professional development. It pretends to discuss how early childhood teachers develop and modify their theories and practices and build their professional knowledge. We intended to answer the following research questions:

- Do teacher-students build a practical theory at the end of the initial training? What supports it?

- Are there changes in the practical theories of early childhood teachers (in the first year after the initial training period and after nine years after the end of training)?

-What are the factors identified by the subjects in the modification or construction of these practical theories?

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