This degree work makes contributions to answer the initial question of how does the participation of a science teacher in an innovation-education space such as the Experimental Pedagogical School contribute to their permanent training process? Through the development of a multiple case study, framed in the qualitative-interpretative epistemological perspective (Creswell, 1998 and Aguilar, 1998), this methodology was proposed in a manner consistent with the very nature of the institution (innovation-education), for Both each of the methodological strategies and the instruments applied met these conditions supported by approaches such as epistemology of the known subject (Vasilachis, 2003), epistemological anarchism (Feyerabend, 1989), and grounded theory (Strauss and Corbin, 1998). From this, the way in which the results and analysis of this work are approached took into account the approaches of the perspective of complexity, where these are not presented according to each case study teacher, but rather a perspective about the learning that teachers build. Thus, the document emphasizes three categories that emerged in the process, became more complex and related through semi-structured interviews and focus groups: the permanent training of teachers from the construction of trust, from the construction of knowledge , from the construction of subjects/collective and the relationships that arise between the three categories.