Abstract
In this paper we share a theoretical model that allowed us to design the general structure of a course for higher level mathematics teachers. In addition, as a complement for its development, we use as a framework two other widely spread theoretical lines of Mathematics Education. The professional development proposal was offered at the Universidad Nacional del Nordeste, Argentina, through a call from the Instituto Nacional de Formación Docente (National Institute of Teacher Training). The theoretical basis used for the structural design of the course is an extension of an existing model developed for teacher training. We present such extension and show how it allows structuring the course. We also share central elements of the proposal and its implementation in the light of the elements of the theoretical framework. Finally, we close with some reflections that arise from this work.