From the Transmission of Knowledge to the Dialogical Model in the Teaching-Learning Process Latorre Medina, María José Blanco Encomienda, Francisco Javier Fernández Maqueira, María José dialogue learning teaching practice teacher knowledge In the society of communication and information, the relationships between individuals have changed substantially. The school, as a reflection of the society and that the students are going to inherit, cannot be left out. Previous educational conceptions focused on the individual in isolation, now subjects must be considered in relation to their cultural and social contexts. Societies have taken a dialogical turn of such a magnitude that the educational sciences cannot and should not be overlooked. This article intends to expose the firm idea that a new conception of learning should be promoted that leads to higher levels of understanding of reality and allows students to have an active control in their own learning process. Dialogic learning emerges from the evidence of how people learn dialogically. This being so, the role of the teacher acquires a new dimension. 2024-11-04T08:37:47Z 2024-11-04T08:37:47Z 2022 journal article Latorre, M. J., Blanco, F. J., & Fernández, M. J. (2022). From the Transmission of Knowledge to the Dialogical Model in the Teaching-Learning Process. SSRN Electronic Journal. http://dx.doi.org/10.2139/ssrn.4311245 https://hdl.handle.net/10481/96586 http://dx.doi.org/10.2139/ssrn.4311245 eng http://creativecommons.org/licenses/by-nc-nd/3.0/ open access Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License Social Science Research Network