In the context of the activities on the professional development of teachers at the School of Education, University of Alicante, the authors evaluated the application of methodologies based on the social construction of knowledge. These activities comprised a Postgraduate course of Specialists in Education and a new degree in Psychopedagogy mainly directed to school teachers. Two subjects, Instructional Psychology and Curricular Design, taught as part of the degree were the focus of this experience. The emphasis of this analysis was centred on the process of implementation and evaluation of collegial learning and constructivist methodologies as a way to practice, in the university setting, the curriculum contents.