This Chapter attempts to expand Baldwin’s idea within the cultural psychology of educational innovation. Readers will find important aspects of imitation in Baldwin’s work, from simple to persistent imitation. In this sense, empirical work discusses and problematizes how imitation can be a powerful theoretical tool for understanding teachers’ human development in an innovative context. The methodological pathway is designed to provide the reader with an overview of the research conducted in two innovative schools in Brazil and of how they challenge theoretical production toward understanding and explaining development in adulthood in these contexts. The chapter is divided into two sections. The first one, “Simple imitation and Persistent imitation,” aims to give the reader an understanding of imitation as the primary mechanism in human development, according to Baldwin. The second section, “Theoretical advances in developmental psychology: from imitation to innovation,” rescues Baldwin’s mechanism to account for persistent innovation as the developmental mechanism to explain the work of innovation of teachers in innovative contexts. It is stated that persistent innovation, based on Baldwin’s developmental approach, can be used to understand how to bridge the individual and collective dimensions of innovation processes in schools.