From Scientific Evidence to Social Impact: Dialogic Pedagogical Gatherings in Teacher Education

This case study examines how Dialogic Pedagogical Gatherings (DPG) support the circulation of scientific educational knowledge within teacher education and its perceived transfer to professional, personal, and community contexts. Drawing on dialogic learning and Communicative Methodology, the study analysed semi-structured interviews with 11 highly involved participants —pre-service and in-service teachers, training advisors, and university faculty— and researchers’ observational notes from a DPG seminar implemented at the University of Córdoba since 2017. The analysis identified perceived professional effects, including greater engagement with research-based pedagogical literature, more reflective classroom management, and increased confidence in evidence-informed decision-making. Participants also reported personal effects associated with egalitarian dialogue, such as strengthened belonging, self-esteem, interpersonal relationships, solidarity, and well-being. Reported transfer included the use of dialogic practices and seminar readings in schools, university courses, teacher training, family interactions, and civic spaces, with perceived benefits for students’ participation, oral expression, inclusion, and social development. The findings provide contextually grounded insight into how sustained dialogic engagement with scholarly texts may support research-informed professional learning and reported transfer.