The present article analyses the changes in practices, ideas, and attitudes proposed by a group of novice science teachers during a further education teacher training program. The research on which it is based is focused on monitoring the training program and its impact on the participating teachers. The training program has as its starting point the practical problems teachers encounter, and is developed fundamentally through team work, debates, and reflection. The study demonstrates the suitability of these procedures to facilitate change and influence the professional development of these teachers.