The research relationship as a relationship between teachers. A narrative inquiry

Abstract

In recent decades, qualitative research has explored methodologies that go beyond the traditional expert-practical model, giving rise to participatory forms of research. A shift that, in the educational area, has taken shape in various formats, from action research to inquiry communities. In this context, we have developed a narrative inquiry that focuses on our research practices during a study on curriculum making in a primary school. In this paper, we pay attention to research relationships under the format of “research between teachers”, which points to the recursion between research practices and teaching in teacher education. The research procedures have been: Hermeneutical conversations, qualitative analysis of field texts and (re)writing. After the composition of a story-report on the research experience, we point out two issues in the discussion of results: (i) the creation of a relationship between teachers who investigate and (ii) listening as a research disposition. The article ends by delving into a phenomenological dimension of the research experience and its resonances for university teaching.