Las tertulias dialógicas, un recurso didáctico en la formación de docentes

Abstract

The aim of this paper is to present the results relations with educational student's perceptions about the use of dialogic literacy in collaboration with a school from Logroño called Caballero de La Rosa. The student could take part but also observe how to manage it as a future professor. The results show the nature of learning achieved, according to a model of inclusive school.