With the aim of transferring the acquired knowledge on involving student teachers in research for their future practice as teachers, we take into account the theme of the ECER2022 conference at heart. Research-based teacher training is already part of the international debate. In this line, efforts are being made by the research to help include this scientific training in the initial and continuing education of teachers (Dev, 2017; Marzano & Calvani, 2020). On the other hand, among the education systems with the best results in quality and equity, we find teachers with rigorous academic training, based on research and who seek to train reflective professionals who understand what the scientific evidence is and put it in relation to their work (Malinen, Väisänen & Savolainen, 2012).

The transformative role of education and teachers as promoters of this transformative capacity with the help of science has been extensively argued from critical pedagogy. Leading authors of this current such as Freire said that: "education requires both technical, scientific and professional training as well as dreams and utopia" (Freire, 2000, p.43), emphasizing the importance of technical training being accompanied of the scientist in order to achieve the proposed objectives. From this perspective, scientific training of teachers contributes to overcoming technocratic and instrumental visions that separate the conceptualization, planning, and design of the curriculum from its implementation to see teachers as transformative agents who can interpret the world having considered political, economic, and social factors to act in accordance with these for the benefit of their students, especially the most disadvantaged.

Consequently, those theories and practices that have best demonstrated to contribute to quality education of all the students and that increase the capacity of agency of the teaching staff must be part of the training of the teachers.

In this context, the overall goal of the research is to strengthen evidence-based teacher education. This general objective is specified in the following specific objectives:

1. Strengthen initial evidence-based teacher training

2. Strengthen ongoing evidence-based teacher training, helping to transfer the knowledge acquired to professional practice.

With this proposal, the researchers aim to share the knowledge accumulated in more than 15 years of competitive research in this field and its transfer to the professional practice of teachers. Between 2006 and 2011 the research project “INCLUD-ED. Strategies for inclusion and social cohesion in Europe from education” (European Commission, 6^th Framework Program) was conducted, with the participation of researchers who are part of this proposal. INCLUD-ED identified a number of Successful Educational Actions SEAs) (Flecha, 2015) that have been shown to have a positive impact on the learning and development of culturally diverse students and in diverse contexts, as well as in their communities. These SEAs include interactive groups (Zubiri-Esnaola, Vidu, Rios-Gonzalez & Morla-Folch, 2020), dialogic literary gatherings (García-Carrión, Villardón-Gallego, Martínez-de-la-Hidalga & Marauri, 2020) and the dialogic model of conflict prevention and resolution (Serradell, Ramis, by Botton & Soler, 2019). in which shared characteristics are identified. The first is joint education in heterogeneous groups of diverse students, including the necessary supports and avoiding any separation based on previous levels of student learning, as the negative effects of grouping by levels have been well documented in recent decades (Valls & Kyriakides, 2013; Flecha, 2015). The second is to maintain an academic level for all students and to incorporate dialogue into learning dynamics in order to promote learning for all (Flecha, 2015).The third feature is to maximize community participation in all key aspects of the learning process (Gatt, Ojala & Soler, 2011).

A literature review has been conducted about teacher training based on successful educational actions, with the aim to identify and systematize the main components of this evidence-based training of teachers, in order to facilitate its transference and introduce scientific evidence as a basis for the training of future teachers. A total of 30 articles and research papers were revised, which were published between 2010 and 2021. These studies covered both initial and in-service teacher training and were conducted based on the communicative methodology of research (Gómez, Puigvert & Flecha, 2011). On the one hand, this methodology is characterised by focusing on the analysis and identification of those components of reality that have a transformative impact and contribute to the improvement of this reality. On the other hand, the communicative methodology is based on generating situations of egalitarian dialogue between researchers and recipients of research, where the knowledge accumulated in previous research provided by researchers is put in dialogue with the experiences of the recipients of research (teachers in training and practising teachers), to reach joint understandings of the object of study. The analysis included the following elements: 1) evidence-based actions implemented in teacher training; 2) types of scientific evidence included; 3) the role of dialogue, debate, and argumentation in the evidence-based actions implemented; and 4) impact observed in the improvement of teacher training and the achievement of educational objectives.

Evidence from scientific research must be available to teachers during their initial and continuing education. There are already experiences of teacher training based on Successful Educational Actions and other relevant contributions from theory and research. In some cases, this training arises from the demand of the teachers themselves to improve their training to respond to the needs of their students and ensure a quality education without exceptions (García -Carrión, Padrós Cuxart, Alvarez). There are also experiences of introducing this evidence into initial teacher education (Rios, Garcia, Jiménez & Ignatiou, 2019). Within these experiences, dialogic pedagogical gatherings outstand as an action that is being implemented in schools and teacher groups as an action for the ongoing training of science-based teachers. Teachers' participation in dialogic pedagogical gatherings takes the form of regular meetings where practicing teachers discuss relevant educational theory and research. These gatherings contribute to the professional improvement of these teachers, for example, opening the prospects for educational improvements and giving them the theoretical and practical tools that allow them to move towards these improvements, committing themselves to make the changes they make possible quality education for all students and at the same time nurturing the creation of meaning in their profession (Rodríguez, Condom-Bosch, Ruíz & Oliver, 2020). In these gatherings, the artificial separation between theory and practice is overcome (Freire, 1970) and teachers interpret the world, giving it meaning, and sharing their understanding of reality with others, while questioning what and how they teach and the goals they pursue, in order to introduce changes that generate better learning and development conditions for their students. This contribution is relevant at a local or national level, but it impacts the European and international level.

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