Making Tacit Knowledge Visible Through the Interplay Between Action Research and Videotaping

This paper describes how the use of video helped us create dialogic intersub‐jective educational spaces in which transformative learning can take place. Focusing simultaneously on two learning contexts: action research and teacher‐student conferencing, it shows how the development of a dialogical space between researchers and teachers in action research enhances the development of such a space between teachers and students in classrooms. In addition, it describes how the participatory research relationship helped illuminate both for teachers and for students what they implicitly know is important to change, as they become aware of new possibilities for pedagogical improvement. Most of all, dialogic video viewing helped them step outside of themselves in order to see each other and return to look at themselves as others’.