ARTikertuz (15/24) is an investigation proyect carried by the University of the Basque Country. It's a practice community where teachers in different levels of educaction participate in dynamics in order to exchange their experieces as art educators.The method we propose is the narrative, since we are interested in knowing the stories in which those teachers are immersed. We seek to know the relationships that people have with other individuals, to study the social networks they are part of and in what way these relationships make possible or hinder professional development. We focus on the construction of knowledge and its representation: how we narrate and report what we do. Do we put it in relation and reflect about it critically?

Our research questions are: How to create a stable community of innovative teachers in artistic expression? What knowledge do we generate from the university-school relationship that allows us to transform teaching practice? The purpose of the group is to review the meaning and sense of the artistic expression, to dilemmas and issues to be addressed for the development of proposals from the exchange of experiences within the group, and to propose and implement new educational experiences, and reflect and value the results.

Our objectives are:

1. Stake out the model of university formation, building the spaces of the relationship.

2. To inquire how we learn from the pedagogical relationships with the school.

3. To observe and to analyze how we constitute ourselves professionally from the formation with the Others.

4. Analyze how we learn and generate knowledge: develop a shared discourse about training and its relationship with the world and others.

5. Problematize education from studies on Visual Culture .

The relevance of this research theme is supported by previous research on the initial training of future teachers in the hands of the University of Barcelona, among others. You can also find research teams or researchers in education that are interested in the subject. For example, ESBRINA research teams - contemporary learning environments and environments - (2009SGR503), from the University of Barcelona and ELKARIKERTUZ (IT-563-13), from the University of the Basque Country, among other collaborators, had a coordinated project called IDENTIDOC (EDU 2010-20852-C02-02 (2010-2013)), whose main purpose was to study the constitutions of the subjectivities of early childhood and primary education teachers.

This research starts from a constructionist perspective to show the view that the actors, that are part of the school institution, have on the same field. This perspective (Keneth Gergen, 2007) talks about the educational practices that are usually linked to a network of assumptions, that is, a shared discourse about the nature of human beings, their capacities and their relation to the world and to others.

That is why we propose an investigation based on the relationships and stories told by these people in the group. Authors such as Connelly and Clandinin (1995) from narrative research defend the investigation of teachers' life histories, giving importance to their trajectory as a fundamental element to understand what happens and giving an account of what happens from the voices of the People who are an active part of the profession. In the specific case on the construction of the professional identity of the teacher and the importance of the personal in the teacher training, it is possible to emphasize, among others, Goodson (2004); Hargreaves and Goodson (1996); Hernández (2004); Knowles (1992); Sugrue (1996); Thomas (1995); Weber and Mitchell (1996); Woods (1993).

Banks, M. (2001) Visual Methods in Visual Research. London: Sage Conelly, M; Clandinin, J. (1995). Relatos de Experiencia e Investigación Narrativa. In Larrosa, Jorge. Déjame que te cuente. Ensayos sobre narrativa y educación. Barcelona: Laertes, 11-59. Barcelona: Ediciones Laerte S.A. Gergen, K. (2007) Construccionismo social, aportes para el debate y la práctica. Bogotá: Universidad de los Andes, Facultad de Ciencias Sociales, Departamento de Psicología, CESO, Ediciones Uniandes Phillips, N., Hardy, C. (2002) Discourse Analysis. Investigating proceses of social construction. London: Sage Rose, G (2012) Visual methodologies. London: Sage Wetherell, M., Taylor, S., Yates S. J. Discurse as data: a guide to analysis. London: Sage