When we think about teacher's education we automatically tend to think of infant, primary and secondary education's teachers. The basic believe seems to be that higher education teachers do not need any professional development. However, as we have discussed in an earlier work (Sancho & Hernández 1993;Sancho 2007), in most countries those who teach at university level, including those involved in the professional development of infant, primary and secondary teachers, have not had themselves any initial or in-service education as teachers. The University of Barcelona (UB), aware of this fact and of the importance of improving teaching and learning processes for achieving academic excellence, launched several years ago an initiative to support and enhance innovative teaching and learning projects (Sancho et al. 2008). In this symposium we will present the contribution of Indaga't – an innovative teaching group supported by the UB, whose main objective is to create productive learning situations both for students and higher education faculties for the professional development of its members. Indaga’t innovative teaching group work is based on an action-research framework in which action hypothesis are implemented and followed up through a systematic documentation of processes and results.