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The objective of the review was to discover Brazilian instructor understudies' contemplations identified with their academic improvement work execution and their most significant learning encounters in The Vocational schooling and preparing (VET) Teachers for the Future expert advancement program after the program's Finnish and Brazilian review time frames. The review uncovered that the instructor understudies' most significant learning encounters in the Finnish review time frame were opening new point of view to claim showing calling, academic change from educator centredness to understudy centredness and cooperation in groups of educators. Their contemplations of improvement work execution fluctuated from energy to concerns how to persuade their understudies, partners and school networks to instructive change. 

After the Brazilian review time frame, the contemplations of advancement work included positive results of educational change, perceived requirement for public in-administration preparing, difficulties and change opposition and serious administration. As the most significant learning encounters in this stage, the educator understudies detailed individual investigations of academic change, cooperation and trust and creating by testing, change by doing. The review was likewise keen on what characteristics the understudy educators considered as their own qualities in directing academic change. They were abilities and skills to work together with understudies, organizing abilities with partners, capacity to assemble strong relationship with directors, inspiration and energy to foster instructing and learning, tirelessness and strength and expertise of dealing with the instructive change. The review results were executed in plan of setting touchy Brazilian period assistance, for example in internet based direction, and in additional improvement of the program.