Objective:

The paper aims at suggesting a system of indicators and criteria for the detection of good practices in educational sciences doctoral training, as well as designing a methodological procedure to guide the execution of this process inherent to the management of good practices.

Methods:

A variety of methods from the theoretical level of educational research were used (analysis-synthesis, induction-deduction, modeling and system approach). They made it possible to establish the system of indicators and criteria, as well as to outlining the corresponding methodological procedure.

Result:

Six indicators were established for the detection of good practices in educational sciences doctoral training: innovative nature, effectiveness, sustainability, impact, relevance and replicability and 22 associated assessing criteria. Likewise, the corresponding procedures are fully explained, it is structured in two stages, five phases and 14 actions that facilitate the course of the process.

Conclusion:

The system of indicators and criteria and the modeled procedure are tailored to identify and certify, as “good”, those practices that have been successful in improving the processes (key, strategic and support) concerning educational sciences doctoral training.