This research aimed to understand the process of professionality development of teachers in practice in the second segment of basic education of basic education, referenced by their peers. The purpose was to identify, in their trajectories, milestones that provoke changes in the practice of these teachers, in the perspective of the development of their autonomy and professional recognition. To this end, the 16 selected professionals were at a stage of diversifying their professional life, proposed by Huberman, having 7 to 25 years of service, without specific area and belonging to different education networks: public (municipal, state and federal) and private, in the city of Rio de Janeiro. The data were produced through semi-structured interviews with teachers indicated by the snowball technique, where the interviewees indicated other participants from their network, in which they identified some of the descriptors that contribute to the characterization of teacher s professionality, pointed out by the studies of Roldão and Nóvoa. During the investigation process, different dimensions (formative, trajectory, spaces and contexts, practice, knowledge and relationships) were evidenced, that interfere in a different way for the professionality development, in agreement with the experienced milestones. Therefore, it is concluded that the development of professionalism does not occur in a sequentially organized way, it is being modified according to the facts, choices and actions that make up each trajectory, without an objective conceptualization - as it would tension with the diversity of experiences. However, the milestones in the trajectories of these teachers provide evidence for reflection on the continuing training process and corroborate for the recognition and valuation of teachers.