This paper describes an approach to design training programs for migrant’s teachers. It is supported in a research made under the paradigm of complexity which proposed to learn the profession in workplace and community of practice; to live the migration psychological experience in the origin community in order to find out their cultural keys as well as the coping strategies generated by the teachers in their immersion process. The outcomes suggest teachers’ training as systemic, transcultural, intercultural, humanistic, and situated in workplaces process.

Continuing education, professionalization, peer learning, inclusive education.