This paper describes and illustrates the singular phenomenon of pedagogical practice as a basic nucleus in the development of research, innovation and professional competences, insofar as these aspects are articulated and integrated in a single process. Thus, pedagogical activity becomes the object of research as a real and concrete phenomenon, if only if the teacher develops a pedagogical innovation, and this as the object of scientific experimentation; then, teaching practice as an exercise, preparation or training ensures the development of professional competences, in the diagnosis, planning, management and evaluation of learning. This means that the strategies, methods and/or techniques of the teaching activity become the techniques and instruments of research, and likewise the class, the lesson or the pedagogical activity becomes a laboratory of experimentation, where innovation is tested or tried out. All of this is systematised in the present experience.
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