The Dialogical Pedagogical Gatherings are a teacher training format that improves their students’ educational results

Scientific Evidence Platform Scientific evidence The Dialogical Pedagogical Gatherings are a teacher training format that improves their students’ educational results


  • Roca-Campos, E., Renta-Davids, A. I., Marhuenda-Fluixá, F., & Flecha, R. (2021). Educational impact evaluation of professional development of in-service teachers: The case of the dialogic Pedagogical Gatherings at Valencia “on giants’ Shoulders”. Sustainability13(8), 4275. 
  • Rodríguez-Oramas, A., Alvarez, P., Ramis-Salas, M., & Ruiz-Eugenio, L. (2021). The impact of evidence-based dialogic training of special education teachers on the creation of more inclusive and interactive learning environments. Frontiers in Psychology12, 641426. DOI: 10.3389/fpsyg.2021.641426
  • Rodriguez, J. A., Condom-Bosch, J. L., Ruiz, L., & Oliver, E. (2020). On the shoulders of giants: benefits of participating in a dialogic professional development program for in-service teachers. Frontiers in psychology, 5.
  • Garcia- Carrion, R., Gomez, A., Molina, S., & Ionescu, V. (2017). Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning. Australian Journal of Teacher Education, 42(4).
  • Campos, E. R., Gómez, A., & Burgués, A. (2015). Luisa, Transforming Personal Visions to Ensure Better Education for All Children. Qualitative Inquiry21(10), 843 850.



The Dialogic Pedagogical Gatherings have a great educational and social impact in schools and their communities.

An increase in reading and access to scientifically valid pedagogical knowledge has been identified in teachers participating in the TPD. Likewise, this scientific knowledge has been used to address daily educational practices to a greater extent. Improvements have also been identified in students’ educational results and the social inclusion rate. Finally, these improvements have also had an impact on the increase of the number of pedagogical leaders who generate educational and social improvements in educational contexts other than those of the school in which they work.


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