Formación de investigadores en un curso doctoral en línea: Integración de la didáctica dialógica y la racionalidad científica

This article analyzes the training of researchers in the doctoral course “Qualitative Studies with an Emphasis on Action Research” by integrating dialogical didactics with criteria of scientific rationality, addressing the challenge of its implementation in an online setting. A hermeneutic phenomenological approach was adopted to understand the meaning that participants attribute to their experiences, acknowledging biases and the diversity of perspectives in their interactions. Interpretative triangulation and internal auditing reinforced the study’s rigor, validity, and credibility. Rationalities emerged as key categories, structured within the dialogical phases of presentation, reflection, application, and evaluation. The findings highlight the pedagogical value of the strategy in fostering critical thinking through dialogue and reasoned debates. However, course duration and equity in participation posed limitations. The study underscores the contribution of online education to the development of research competencies and projects future investigations into the adaptation of dialogical didactics across different training modalities.