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5. Teacher training and methodological innovation

This field aims to investigate issues related to the training of teachers at all levels of education, from kindergarten to university. Training processes are approached through Action-Research mechanisms which require assessment and implementation for educational improvement. This approach seeks to encourage and train reflective, independent professionals, capable of making decisions and interpreting different environments with the aim of transforming them and thereby improving them. In addition, it promotes active, participatory and dialogic methodologies that favour the inclusion of all students in classrooms and institutes. We investigate how methods such as the Service Learning (SL), Peer Tutoring (Peer tutoring) or cooperative Learning positively influence the adoption of positive attitudes towards diversity, solidarity, self-esteem or increased academic performance of all students; and the satisfaction and increased expectations of the teachers and of the educational community towards these students.