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The aim of this paper is to present some guidelines describing the practical experience of a professional researcher creating knowledge for the education with teachers as partners. Following the critical stages of the process of research such as : the demand analysis, the access to practices, trie data collection, the description and the analysis of practices, the theorizing etc., this paper attempts to point out the positions of the actors and particularly that of the researcher. This kind of action-research considers the practitioner Jo be "cocreactor" of knowledge, to be a "subject" and not an "object" of research. This means researcher and practitioner have to negotiate "a cocreaction contract" in which each partner may follow his/her project of knowledge creation in a common action-research project.