The methods of initial and in-service training of teaching professionals are under a national and international debate centred on the valorisation of merit and professional skills. This series intends to operationally show how empirical and experimental research and good practices evaluated in work contexts can integrate and bring teachers and those prepa ring to carry out educational professions closer to educational research. The attention is centred on the experimentation of teaching methodologies that favour the development of cognitive, motivational and metacognitive processes for learning, with the support of ICT, and on reflection regarding the methods of training teachers' disciplinary, communica t ive and relational skills. This series aims to be of strategic relevance for teachers in service and for those preparing to carry out educational professions so that they develop adequate skills in educational research.