Description: The paper will present some of the outcomes of my doctoral research in progress. This study is a narrative inquiry based on the stories of three Catalan teachers working with children and adolescents in the field of visual arts. The purpose of this research is to explore how subjective experiences of being a teacher are constructed within societal structures, in a complex process of interaction between their biographies and their professional development.In this sense, the research focuses on how the professional and the personal have become deeply intertwined reinforcing as they symbiotically transform each other. In addition, as these teachers position themselves in specific ways when telling their stories, the contexts and relations of teachers' experiential accounts, including those generated within the research itself, are also taken into account (Conelly & Clandinin, 2000).Some more specific questions are: (a) How do teacher's experiences of classroom practice and training influence their life experience, and vice-versa, how do their life experiences (as mother/father, wife/husband and visual artist lead to skills of classroom management, teaching and learning? (b) How they represent themselves as visual arts teachers? Underlying this research is the assumption that telling stories in conversations is a contextualized and contextualizing activity . Demands a certain kind of context and in itself establishes a particular interactive reality (Larrain et al, 2005). In this study, sharing stories of learning and teaching has become a process of questioning and negotiating practices of teaching and research as well as subjectivities. As a consequence, the need to interrogate my own narrative of experience emerges as a fundamental aspect of this study. (Bloom, 1998).Research method The empirical basis of this research is the very relationship that emerges between the teachers and the researcher. As a consequence, the methodology is constructed in the research process with the approval and contributions of the participants. Nevertheless, a constructionist methodological approach combined with a narrative perspective has guided the study. This research is being constructed as a cartography, as the place where apparently disconnected accounts and ideas come together to compose a complex net of understandings (Diamond 1999). Thus, the possibility of multiple readings of the research outcome is a fundamental part of the methodology adopted. The research instruments used to generate the data have been: visual text, narrative interviews, autobiographical writings, field notes, and other stories from the field collected through participant observation.Expected outcomes The aim of this paper is to share concerns and reflections emerged during the field experience and in the first stage of the writing process. With respect to the first, the focus will be located in the process of collaboration and exchange between the teachers and the researcher as a reflexive practice as well as a strategy to understand teachers' views and practices. In relation to the latter, the possible contributions of the study to find alternative forms of data representation closed to lived experience will be analysed.Bloom, L.T. (1998). Under the Sign of Hope: Feminist Methodology and Narrative Interpretation. Albany, N.Y.: SUNY PressConnelly, F.M., & Clandinin, D.J. (2000). Narrative inquiry. Experience and Story in Qualitative Research. San Fransisco: Jossey-Bass Publishers Diamond, P & Mullen, C. (Eds.) (1999). The Postmodern Educator: Arts-Based Inquiries and Teacher Development. N.Y.: Peter Lang Larrain,V.; Campaña,L.; Sancho,J.; López, A. (2005). Las voces de la comunidad educativa. Cuadernos de Pedagogía, 350, 66-69