Canadian government agencies now promote participatory research among researchers to find solutions to problems in education with the involvement of professionals working on the field. This text is based on two examples in education and describes the intermediary work done by researchers with professionals at the start-up of the research. It demonstrated how groundwork and communication with the research partners might bring the scientific and professional communities closer.

This contribution aims to examine the dynamics that have emerged from a collaborative research-training approach having relied on collective interviews, in order to shed light on the growing phenomenon of the professional integration of foreign-trained teachers in Quebec schools which seems problematic in various aspects. A conversation analysis was used to identify how the expertises of a research culture and professional cultures come together to serve a knowledge co-production process that seems relevant by the two communities concerned. Three dynamics have (...) been identified : the development of a comprehensive posture, the production of new adjusted interpretations, and the affirmation of its actor’s competency. Their highlighting leads us to reflect on collaborative design and animation strategies that served the co-production of knowledge process. (shrink)