In fact, this report shows that professionalism depends on collaborative learning and design, and active networking. It is precisely through the idea of teachers as designers of learning that innovation at the level of practice can be seen as a normal side of the teaching profession to solve the daily challenges in a context which is in constant change. The framework incorporates a particular philosophy and precepts for action that are holistic, and works as an alternative to the fragmented and disaggregated research and policy perspectives that often prevail in addressing pedagogy.