This project presents a complete research study about the teaching formation. The whole purpose of this investigation consists in knowing and understanding all the processes of formation and professional development that promotes a constant formation activity with three groups of beginning teachers in the specialities of Physics and Chemistry, Biology, Geology and Mathematics. They are three different contexts that share the same design, with the same resources and formation strategies, developed by a team of trainers that are coordinate by sharing different views and making an analysis together.The project takes in consideration three main points: the teachers and their process of professional development, the trainers of this teachers and their process of formation and the forming activity that has taken place. The intention is discovering the characteristics of a concrete formation process, knowing the origins and its evolution, is researching in the dynamics and in their problems, is understanding the sense and the reach of the formation activity, and the incidence of the teachers in this process.Respect to the teachers, the study focuses in the factors that regard with the most relevant aspects to explain the evolution that has favoured their thinking and their professional tasks. It also remarks the aspects that make the development harder as teachers, the resistance and their difficulties that have appeared during the formation activity. The analisis is focused in discovering the sense of used strategies and the potential for purpose of the activity. The trainers emphasise in their reflections the importance of the interaction between the trainers and the teachers, and their key part to ensure the coherence between the principles and the practice taken place.The analysis is made from some theoretical budgets that are explained in the first part of the project. In them, it boards the concepts of the professional development and the themes that this implies. The problems that characterize the beginning teachers and their forming needs are also analyzed. The actual problems of the secondary schools are also analyzed. Finally the outline of the formation that is thought to be the most adequate to promote the professional development of the teachers is analyzed.