Abstract : The aim of this study is to understand the inservice teacher education strategies at East Timor, developed by the Ministry of Education through the National Institute for training of Teachers and Education Professionals - INFORDEPE, in the 2012-2013 period. We seek, with this investigation, to comprehend the difficulties, progresses, and challenges related to teacher education from the perspective of Timoreses practicing teachers. The theoretical basis of this research is centered in the discussion of the teacher education political dimensions (PERRENOUD, 2001; MOREIRA, 2002; TARDIFF, 2002; SILVA, 2004;). The analysis corpus was constituted by the teacher education courses reports provided by INFORDEPE for the years 2011 and 2013, as well as questionnaires applied to a group of teachers. This way, the field research, with a descriptive and qualitative matter, the data was collected, primarily, through an open questionnaire. The subjects were teachers in the field of natural sciences (Chemistry, Physics and Biology) and Mathematics, with a total of 28 professionals that attended the inservice teacher education courses promoted by INFORDEPE in the 2012- 2013 period. Of these teachers, 12 were linked to the 3rd cycle of basic education (7th, 8th and 9th grades) and 16 in general secondary education (10th, 11th and 12th grades) in four districts, namely, Aileu, Díli, Liquiça and Viqueque. The results of this research shows that the majority of teachers considered the inservice education program conducted by the Ministry of Education and INFORDEPE appropriate, but develop critics in order to improve the current proposal. For them, the training helps to elevate and improve further the knowledge of both the Portuguese language as of the specific content of their areas of work. They pointed out some difficulties they faced during training, such as the short supply of textbooks, lack of laboratories, limited training time and the lack of financial subsidies for teaching transportation, among other worries. Teachers recognize that Portuguese is little explored in the training curriculum and that the teacher educators had no full control on that language.