Purpose: This paper seeks to advance an approach to supporting instructors in adopting new models of teaching, particularly when new technology is involved. The approach comprises three components: conceptual principles underpinning new learning models; process by which instructors are supported in understanding and applying principles; and a technological platform which facilitates sharing of experiences and knowledge about the process and outcomes of innovation (3Ps approach). Design/methodology/approach: The design research methodology involved joint identification of problems with practitioners (target users of the approach), iterative testing of solutions in real-world settings and refining them based on practitioner input. Data collection methods involved walkthroughs, a questionnaire-based survey, and semi-structured interviews. Findings: The 3P approach was evaluated in relation to the key requirements--validity, practicality, and systemic aspects. The findings show that the approach is valid and practical in terms of its purpose of enhancing knowledge sharing and peer learning within and across the subject disciplines, as well as in terms of enabling contextualised professional development. However, sustainability and ease of adoption of the approach were perceived by instructors as somewhat problematic. Organisational and cultural factors that could impact the sustainability of the approach were identified. Practical implications: It is argued that the 3Ps approach could enable eliciting reflections on and instruments for successful practice and provide a forum for sharing, discussing or extending practice. Originality/value: This generic approach could be adapted to support professional development of instructors in a range of different contexts, both in companies and in educational institutions. (Contains 2 figures and 4 tables.)