We present a qualitative research, with a constructive-collaborative approach, which is based in studies that defend the process of teaching professionalization and the concept of teacher professional development (TPD). We aim to analyze formative devices used in schools that may favor TPD. Managers, coordinators and teachers from three schools participated in this research. We observed the weekly pedagogical meetings of these schools and we developed formative processes in partnership with the participants. We used 12 focus groups to evaluate the formative processes. We identified five types of devices of observation and reflection (DOR): the logbooks, the case studies, the itinerary of observation of own practice, the itinerary of a co-worker observation and the letters exchanged between teachers. We highlight that the DOR favored the deprivatization of practice. The case studies provided the analysis of didactic episodes based on different types of knowledge, collectively. The itinerary of observation of own practice helped to recognize common challenges to the group. This paper contributes by presenting different ways of integrating the DOR in the daily teaching. We seek ways of using the DOR to improve the analysis of teaching practice, in order to build conducive places to the TPD in schools.