This paper deals with a research carried out with Higher Education professors with the aim of systematizing formative processes that favor the teaching professional development, taking the historicalcultural theory as theoretical contribution. The theoretical-methodological procedure used was didacticformative intervention with the combined use of questionnaires, interviews, observation of classes, analysis of documents and formative meetings. The analysis allowed us to conclude that the process of imitation-creation favors the teaching professional development. The theoretical foundations related to teaching make only sense for the professor in creations that help him/her to materialize the pedagogical practice, which contributes to his/her professional development. Therefore, education should provide opportunities for the construction of theoretical concepts experienced in pedagogical practice through teaching imitation-creation.