Abstract
This article aims at sharing some key issues of the research called, "R-UBIC: The research strategies in prospective teachers within the framework of ubiquitous learning". The general objective was to develop Research Strategies (RS) as well as to evaluate the degree of development of those strategies in prospective teachers within the framework of ubiquitous learning (UL). It was implemented through the work on introductory research projects. It was based on the paradigm of Formative Research (FR). By learning to research while researching, prospective teachers could become true agents of change while developing fundamental research competencies. As for the methodological design, it was framed within an action research with a mixed approach, and it was based on the formation of a Professional Learning Community (PLC). In order to evaluate the RS at the beginning and at the end of the process, a specific instrument was designed and validated. It consisted of a contextualized problem that allowed the evaluation of fifteen RS. In addition, a rubric was designed for the subsequent analysis of the data. The results of the application of the instrument showed a positive evolution of the level of RS when comparing the pre and post test. When comparing the results of the pre and post test, statistically significant data (p<0.001) were in general obtained in the items fundamentally linked to information management, interpretation of results and their communication. The detailed analysis of these results will allow for improvement actions in future interventions.