This article forms part of a much broader study, which investigates the keys that conform the professional identity as expressed through the narratives of those teachers who participated in the research. The autobiographical narratives through which the teachers express their experiences, problems, conflicts and expectations have been analysed using the AQUAD five program (Huber, 1997), as a means of identifying these experiences in the most receptive and uninfluenced mode possible by the dynamic of the research. The interpretation and codification of the personal epistemology and the experiences detailed by the participants in the research has given us the opportunity to extract significative conclusions with respect to the discourse between individual and social learning, as well as all forms of situated participation. The findings reveal how the participants avail the role of collaboration in their professional learning, initially and continuously, and also in the constitution of their professional identity.