Co-disciplinarity does not arise from a simple juxtaposition of approaches, but from building cooperation between researchers and respecting the interpretive paradigms of each person, which develops a particular ethic for the relationship between researchers and research subjects. In our co-disciplinary team, unique modalities are invented each time in order to build an authentic researcher-practitioner relationship, respectful of the subjects, avoiding the rigidity of a protocol and reducing the give and take problem between researchers and practitioners. Although the collaboration we build with the teachers has many similarities to collaborative research, we make sure to define each partner’s role and concerns, which allows us to better affirm the asymmetry of the researcher-practitioner relationship. However, using a specificmethod in ourmeetings, we avoid any instrumentalisation of the teachers with whom we are collaborating. We elaborate ways of developing the teachers’ potential while respecting their temporality, and of opening their psychic capacities to allow themto better inhabit their professional actions and better assume their role as teachers. Finally, we accompany them in the reception and understanding of our analyses.