Geografías e historias de aprendizaje de docentes de secundaria. Intersecciones, tránsitos y zonas de no saber

This article shows part of the processes and results of a research project that ex plores what, how, with what and where secondary school teachers learn inside and outside their schools. After locating the onto-epistemological perspective in which the study is situated and the ad vances to be achieved, we briefly refer to the methodological approach and to the participants in the piece of research. Next, we focus on eight teachers who work in one of the three secondary school that have collaborated in the study. To do this, we situate the context and the processes involved in the configuration of the teachers’ learning geographies and histories. To this end, the process of analysis employed is problematized and the scenarios in which teachers learn are identified, as are the transitions between scenarios and the notions of learning that emerge in their learning geographies and histories. Finally, we refer to the contributions that these practices of narrative research can make to educational research and the professional development of teachers.