The quality of the relation between the researcher and the persons participating in the research is a key question in the design and development of research projects in education (Van Manen, 2003). However, this is an aspect not often taken into account during researchers' initial training. This paper aims to contribute to the emerging discussion on this subject, by analysing the construction of interpersonal relations in the investigation process.The content of this paper is the result of the collaboration between two doctoral students in the Center for the Study of Change in Culture and Education (CECACE), situated in the Science Park of the University of Barcelona. The outcomes and further questions to be presented mirror the research experiences of the authors working primarily with a narrative inquiry approach (Clandinin and Connelly, 2000).As researchers in training, we are concerned with the difficulties of educational research in studying social system where physical, symbolic and emotional components interact (Sancho, 2005). The very heterogeneous body of knowledge that emerges from such kind of research stresses the necessity of exploring research methodologies that are sensitive to the complex personal interactions and inter-subjective processes that form part of any research process. Research that follows a narrative approach puts its emphasis on creating dynamics based on a dialogical and a collaborative relationship among the participants (Hernández, 2006). This implies, at least, two fundamental assumptions: first, a relativist stance at reality - there is not just one reality, but diverse "realities" as apprehended from multiple social and subjective positions - and second, a belief in the construction of shared knowledge, rejecting the traditional idea that the researcher is the only knowledge constructor or the main actor in the process.Using as a starting point such epistemological position, our assumption and the focus for discussion in the context of this conference is: the quality in research necessarily leads to consider the quality of the relationship among the persons involved in the research process. More specifically, we want to explore the following issues:o The emotional involvement between researcher and participants: tensions, limits, dangers and contributions o Time and space in research: different modes of organizating time and space as they come to bear on the relationship between researcher and participants.o The shared creation of knowledge in the research process: feedback, inclusion of different voices and divergent interpretations.The final aim of this paper is to share concerns and reflections that were generated during our field experience as junior researchers and doctorate students. We believe that underlinying the importance of the relational aspect in a research process will contribute to the debate about quality in educational research.1. Referred BibliographyCLANDININ, D.J.; CONNELLY, F.M. (2000) Narrative Inquiry.Experience and Story in Quality Research. San Francisco: Jossey-Bass Publichers. HERNÁNDEZ, F. (2006) Bases para un debate sobre investigación artística. Campos, temas y metodologías para la investigación relacionada con las artes. Madrid: Ministerio de Educación y Ciencia. SANCHO, J. M. (coord.) (2005) Symposium: Los efectos de los cambios sociales y profesionales en el trabajo y la vida de los docentes: implicaciones para la mejora de la educación. International Congress of School Effectiveness and Improvement. ICSEI2005. Barcelona, 2-5 de gener. VAN MANEN, M. (2003) Investigación educativa y experiencia vivida. Ciencia humana para una pedagogía de la acción y la sensibilidad. Barcelona: Idea books 2. Own publications CREUS A.S. (2005) Paper: Reflexiones a partir de una experiencia de investigaciçón narrativa. III Jornadas Universitarias. La investigación como proceso de formación. Vic, 4 i 5 d'abril. CREUS, A. S. (2005) Paper: Cultura popular, narrativa biográfica y subjetividad. Una aproximación a la perspectiva de investigación narrativa en educación. X SEMINARIO de la APEC - 10 años de Saber y Memoria. Barcelona, 18 y 19 de mayo. GIAMBELUCA, V.; BONET, G.; CREUS, A. S. (2006) Paper: Investigar en una red de relaciones: Hacia una construcción dialógica del saber. I Congreso Internacional de Educación Artística y Visual. Ante el reto social; Cultura y territorialidad en la investigación en Educación Artística. Sevilla 20, 21 y 22 de abril. HERNÁNDEZ, F.; MÜLLER, J.; SANCHO.J.M.; CREUS.A.; LARRAIN, V.; MUNTADAS, M.; GIRÓ, X. (2005) Paper: Building and restructuring the Spanish welfare system: its effects on teachers' profession. European Educational Research Association - ECER 2005. 3. Participation in research projects2004-2007: PROFKNOW. Professional Knowledge in Education And Health: Restructuring work and life between the state and the citizens in Europe. FP6-CITIZENS-2- 506493. European Commission. Sixth Framework Programme. 2003-2006: " Análisis del impacto de los cambios sociales y profesionales en el trabajo y la vida de los docentes" (BSO2003-02232). Secretaría de Estado de Política Científica y Tecnológica. U-LEARN: a virtual lifelong learning centre for European teachers on ICT in education. European Commission. 2001 - 3407/001 - 001 EDU - ELEARN (2001-2003).