The adoption of innovating science textbooks that incorporated new methodology approaching can contribute for changing in science classrooms. In this paper, we discuss the pedagogic role of these textbooks and their relation with teachers; and we present the analysis of the conceptions of teachers on an innovation textbook for showing how they identify the innovation textbook features. For this, the conceptions of chemistry teachers who have adopted an innovation textbook since the beginning of the year are discussed. The analysis of the teachers' views shows a tension between the teachers' intentions to adopt the new strategies indicated by textbook and some difficulties to develop the new practices. Reflections on the training teachers are discussed in the end of the paper.
textbook; chemistry teaching; teacher training.