This texts sets out to analyse seventy papers presented in the ANPEd Working Group on Teacher Formation during the period 1992-1998. The research was organised employing five categories: initial teacher formation, continued formation, pedagogical practices, teacher professionalisation and literature review on teacher formation. The study seeks to offer a comprehensive vision with regard to theoretical frameworks and recent advances in the area, exploring relations, expressing divergences and outlining research tendencies. The set of papers offers contributions to substantiate proposals and policies for teacher formation and professional development.