This paper proposes an analytical model to the teacher education process. The theoretical framework supporting our analysis is based on an analytical model, composed by conceptual, psychological, and professional elements, which guides the education design. This model was applied to two study cases. In the first one, 189 teachers from Sao Paulo State evaluated a continuing education program. In the second study, an education undergraduate course was evaluated by 964 students. Results showed that: 1) for the first case, the education program was mainly related to the professional axis of the model; 2) for the second case, the undergraduate course was related to both axes, professional and conceptual.
teachers' formation; education model; teaching profession
