Introduction:

In the Educational Research and Teacher Training Centers (CIEFD´s) IMSS, teachers who serve as tutors of the residents are trained. There is a concern about how to develop critical reading and which educational strategy to implement.

Objective:

To determine the relationship between the participation in the classroom of the teachers who attend the courses in the CIEFD's and the development of the aptitude for critical reading of educational research reports.

Method:

An intervention and multicentric study was carried out, with teachers enrolled in the courses about teaching methodology (DMDN), 1 and 2 levels (n = 46 and n = 29, respectively) of the six CIEFD's from March to August 2017. To evaluate the student participation in the classroom an instrument was designed. This instrument includes five categories and 18 indicators. Interobserver variability was estimated with a concordance test (weighted Kappa 0.80). The aptitude for critical reading was evaluated using an instrument with three indicators and 140 items. Its conceptual and content validity and reliability was assessed by experts in educational research with teaching experience. The DMDN 1 and 2 lasted 360 and 288 hours respectively, and were developed with the promoting participation educational strategy. The measuring instruments were applied twice (initial and final measurements). The initial measurement to assess the participation of the student in the classroom was made at the middle of both courses.

Results:

Significant statistical associations were observed in the DMDN 1 of four CIEFD's.

Conclusions:

From the analysis of the results, we can infer that some of the theoretical proposals of participatory education were recreated. In some Centers, the strengthening of participation with this educational intervention is related to the development of critical reading of educational research reports.