In this lecture, we (I) will try to examine how the analysis of teaching practices and life narratives can help teachers to deepen their experience and initiate a process of transformation. This analysis, whose model I borrow from F.Giust-Desprairies, 2000 is based on a clinical and psychosociological approach. This lecture will be based on a research that has been taking place for several years in France in the Créteil educational district, a suburban area of Paris. This research is called research-action or research-formation because it takes place (at first) during the time of the teacher's training. The research shows evidence of this experience and forms the theoretical enlarging of it. To lead this work, we started from the facts established in a previous research * that difficulty in learning may be increased by difficulty in teaching, both difficulties seeming tightly bound to one another. Difficulty in teaching may occur, for instance, when teachers cannot use examples or analogies adjusted to the student's cultural background, or eventually when they fail to conceive how pupils, suffering from psychological troubles, relate to knowledge.We will show that analysis of teaching practices and life narratives oriented by a clinical and psychosociological approach leads teachers to remember their own cognitive impediments. The analysis also leads them to elaborate unconscious sufferings and therefore to realize the kind of inhibition that may prevent pupils to succeed in dealing with some particular exercises or matters of knowledge. Because they go through a process of introspection, because they rediscover their own feelings, their own difficulty in learning as they were children (or younger), and because this difficulty includes difficulty in conceiving, interpreting, and identifying oneself to the methods and to the contents of knowledge, teachers discover that cognitive construction and sociopsychological construction are tightly connected. By psychosociological construction we mean : affects, relationships within the familial group, and within the large social group ; and by cognitive construction we mean : integration of norms, and sometimes also interiorisation of some aspects of the cultural dominant ideology.Our research formation requires a particular framework and method. First come the conditions of dividing time between life narratives, telling of professional experiences, sharing practices with colleagues, clinical interpretation, theoretical writing by research workers. The framework consists of principles coming from the fields of psychoanalysis and psychosociology. As french teachers (even experienced teachers) at least in some suburban areas, come upon difficult conditions of work, we hope that this research and its results can be shared with other research workers and be of benefit to them.* Thesis on " Difficulty in learning with a psychosociological approach "