This article aims to analyze the practice of teacher training. During this analysis we used a biographical approach, seeking to understand the specificity of this formative approach and how it contributes to the professional development of the actors involved. For this qualitative research, two types of empirical data were used - the specification of a practical training and the biographical narratives, elaborated by the educators. Teacher education is herein understood as a broad process, which occurs in all spaces and phases of the educator's life, operating at a critical distance from the schooling model. This investigation reveals the importance of understanding teacher education as an individual and collective process of appropriation of what has been experienced, confirming the relevance of a teacher training model based on the analysis of their experiences, overcoming the schooling model, and understanding that the subjects are actors in the production of knowledge.
Training; Educators; Biographical approach; Experience; Knowledge