The paper reports an experience, part of one more extensive Project, intending to lead First Grade teachers to a reasoning about the groundwork of their own practice and to make them sensitive to a change. The work was developed in weekly meetings by means of debates, panels, dramatization, research about pupils' data and application of the key-words technique. The results show advances in the teacher's consciousness about his own role and acting pressupositions and also one balanced view about the traditional teaching model and one positive perspective leading to its change. The conclusions point out to the teacher's constant need of reviewing his acting groundwork and of trying to surpass the mere doing of his practice, and looking forward to its comprehension.
