Learning environments for teacher professional development

Progress in the practice of educational development in the context of Higher Education in Spain requires a different approach. From this perspective, this article proposes an approach in which we take as reference, on the one hand, some of the most relevant theoretical empirical models related to the phases of professional development and the characteristics that describe them, and on the other hand, the types of learning patterns of teachers that allow us to capture their individual differences when faced with the situations that the professional context presents them with. On these keys, we propose three principles to be taken into account in the design of teacher development programs, all linked to the idea of advancing practices and conceptions of teaching and learning and based on the idea of deep learning, Finally, some possible learning environments are proposeci that are corisistent with the basic approaches: evidence-based practice (EBE) peer review, communities of practice, portfolios and academic writing