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This study aimed to design, implement, and evaluate a teacher training program to improve the quality and innovation of teaching practice. The program was designed to protect teachers' mental health and well-being, and increase their resilience and emotional competence while introducing innovative educational methodologies. Participants and Methods: An experimental design using a control group and pre-/post-test empirical data was adopted to determine the effects of the 14-week teacher training program. The sample comprised 141 teachers with mean teaching experience of 13.1 years (SD = 6.84, 54.6% women). Results: The program had a positive impact on teacher well-being, resilience, emotional competence, and self-efficacy, linked to the innovative and effective teacher methodologies included in the training. Conclusion: More research is needed to expand on the findings and optimize teacher training implementation. The training provided in this study is evidence of the commitment to overcoming current educational framework challenges. The training contributes to teacher empowerment and provides knowledge, strategies, and resources for greater innovation and quality in the classroom -key to creating educational synergies for the emergence of stronger teachers in the face of adversity. We discuss future research directions for a better understanding of teacher training in the 21st century.

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Teor. educ. 29, 2-2017, pp. 41-59 42 RAÚL GUTIÉRREZ-FRESNEDA Y ANTONIO DÍEZ-MEDIAVILLA EFECTOS DE LA COMUNICACIÓN DIALÓGICA EN LA MEJORA DE LA COMPOSICIÓN ESCRITA… de programas orientados al desarrollo de las estrategias de composición a través de grupos interactivos en cuanto que facilitan el aprendizaje de la composición escrita.Palabras clave: lenguaje hablado; escritura; expresión escrita; lenguaje escrito; producción de textos. SUMMARYWriting is an essential tool for academic success, requiring skills and strategies of great complexity that are not always taught in the school environment. The purpose of this study was to analyse whether, using a program of teaching strategies of written production implemented through dialogic communication in interactive groups, improved the acquisition of written composition. A quasi-experimental design of comparison between groups with pre-test and post-test measurements was used. 409 students between the ages of 8 and 9 participated in the study. The results support the potential value of the program and suggest the development of teaching models that integrate dialogic communication practices. Therefore, the design of programs oriented towards the development of composition strategies through interactive groups that facilitate the learning of written composition is recommended.

Efectos de la comunicación dialógica y la conciencia fonológica en el aprendizaje inicial de la escritura de palabras en español Effects of dialogic communication and phonological awareness in the initial learning of word writing in Spanish