“We Don’t Come in Here Knowing How We Will Leave”: Structured Storytelling as Action Research

This article examines the collaborative inquiry practices of the Cincinnati Critical Friends, a cross-disciplinary group of teacher educators committed to improving their teaching through action research. Situated within the field of teacher education, the study explores how faculty members use structured dialogue to examine persistent dilemmas of practice and deepen their understanding of what it means to teach well. Drawing on perspectives from special education, literacy studies, English language arts education, and action research, the authors reflect on their ongoing conversations and shared inquiry. Over time, the group has come to recognize relational capacities—such as deep listening, empathy, and kindness—as essential practices that sustain their collaboration and enable honest reflection. The article illustrates how these relational practices function as professional resources that support meaningful learning, strengthen collegial inquiry, and inform efforts to improve teaching practice.