The currrent research analysis has a European wide perspective upon the impact of teacher training (non) based in scientific evidence. Our study addresses the issue whether training and transfer of educational practice with a scientific base results in school improvement and social inclusion. We also address the issue whether teacher training based in edumyths does not result in improvement and whether if even may have a negative impact upon school failure, inequalities, segregation and social cohesion. Within the Frame Program 6, INCLUD-ED: Strategies for inclusion and social cohesion from education in Europe Integrated project (2006-2011), the only Social and Economic Sciences research selected among ten success stories of European research due to its added value for society, it defined Successful Educatonial Actions (SEA). SEA are those evidence-based actions that have contributed to improve academic performance among students as well as social cohesion within their educational communities that may be transferable in a diversity of contexts, all of which have been acknowledged by academic publications of scientific impact and social impact research (Flecha, 2015). On the contrary, edumyths are those beliefs and educational strategies in which teachers are trained for which there is no contrasted scientific evidence showing its incidence in the improvement of learning and social cohesion, which may result in a negative effect upon practice and ignore the advancement of science in relevant areas of education (Howard-Jones, 2014; Dekker, et al., 2012). In Spain, a huge amount of teacher training is shaped around edumyths and it is assessed by satisfaction questionnaries, instead of through the evaluation of student results and the improvement of educational communities, as our recent research has shown (Roca, E, 2018). In the European-wide context, some long-term studies such as Includ-ed together with the one developed in Finland, where academic education of teachers with a research-based approach has existed for 30 years (Toom, et al., 2010), has indicated the success derived from the introduction of Scientific Evidence-based teacher professional development. Most precisely, Include-ed promoted a teacher training according to current scientific evidence while remaining open to the participation of the community. The most successful action promoted by this training are known as Dialogic Pedagogical Gatherings (DPGs) that consist on collective scientific reading and discussing meetings where participants build collective knowledge to transform their practice in education (Roca, et al., 2015). DPGs make it possible to recreate scientific evidence in a diversity of schools.

Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in psychology, 3, 429. Flecha, R. (2015) Successful Educational Actions for Inclusion and Social Cohesion in Europe. Nueva York: Springer. Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15(12), 817. Roca, E. (2018) Impacto científico, politico y social de la formación del profesorado basada en actuaciones docentes de éxito: El caso de la tertulia pedagógica “A Hombros de Gigantes” de Valencia” [Scientific, political and social impact of teacher training based on successful training actions: the case of the “On the Shoulders of Giants” seminar of Valencia] (PhD disertation). University of Barcelona, Spain Roca, E., Gómez, A., & Burgués, A. (2015). Luisa, Transforming Personal Visions to Ensure Better Education for All Children. Qualitative Inquiry, 21(10), 843-850. Toom, A., Kynäslahti, H., Krokfors, L., Jyrhämä, R., Byman, R., Stenberg, K., Maaranen, K., & Kansanen, P. (2010). Experiences of a Research‐based Approach to Teacher Education: suggestions for future policies. European Journal of Education, 45(2), 331-344.