Formative research is necessary for teachers by allowing them to reflect on their practice, improve their pedagogical skills and develop strategies for the benefit of their students, the objective of the research was to propose methodological strategies to strengthen the inquiry in teachers. A non-experimental, descriptive, and explanatory methodology was used from a quantitative and cross-sectional approach, with a sample of 96 teachers and managers, as well as 275 students, adding a total of 371 participants, to whom the questionnaire was applied to analyze the two variables. research. The results showed that the level of application of the methodological strategies was 35% always, 58% sometimes and 7% never. The result was that 59% always practice this type of research, 41% sometimes; A significant relationship was also observed between the two variables, which leads to the conclusion that the adequate implementation of methodological strategies contributes to strengthening the competences in formative research that teachers acquire, and these transmit to students, for which it is proposed consider implementing this strategy.