Students' learning has become the principal factor of quality in education. Sev- eral studies point out that the teachers' ability to teach has an impact on learning. The recent literature highlights different approaches to developing this ability. Based on research carried out over the last two decades, this article presents '10 pillars' that can contribute to the formulation of programs addressed to foster situated professional development of in-service teachers. These pillars might be applied to teacher training as well. Several pillars have been introduced on teaching professional development pro- grams led by the Ministry of Education and some private organizations. These programs are based on pedagogical content knowledge and remark the impor- tance of adopting new paradigms to train in-service teachers.