Knowledge-building through the narrative Formative relevance of the research on the analysis of teaching practices

Abstract

By presenting two research experiences conducted with in-service teachers, this work aims at demonstrating how the participation to a research project leading to the narrative and analysis of one’s own practices constitutes a worthwhile opportunity for teachers’ education. The crucial factor is that of being able to hold fruitfully together two instances that may seem opposite: the rigor required by a qualitative research process, and the sustainability needed within a continuous training path which is meant to be taken up by professionals during their job activity.