Teachers’ Professional Development (TPD) has been defined as learning opportunities, insights and discussions that improves the personal, social and pedagogical growing of the teachers, whose main goal is the enhancement of their knowledge about teaching strategies and research skills around educational practice. The above topics are needed to change the learning and teaching forms in chemical education; however, the tie between TPD and the classroom practice of the chemistry teachers still has not been greatly discussed in the literature. Thus, this paper seeks to generate a perspective upon theoretical issues related with TPD and their relevance in the chemistry teaching, where the teacher as researcher is put forward as a promoter of classroom research projects, which he joins chemical, pedagogical and practical knowledge for the improvement of learning process of his students. Moreover, the fruitful relationship between TPD and teaching of chemistry educators with the aim to make teachers’ communities around their professional development is analyzed.