This article presents the objectives and the theoretical and methodological foundations of a collaborative research approach at the confluence of didactic and ergonomic approaches. The research procedure was based on simple and crossed self-confrontation interviews followed by group sessions. This approach allows practitioners and researchers to co-analyse teaching situations and facilitates discussion between peers about the similarities and dissimilarities of their ways of working. The use of different tools and methods of analysis during the successive stages of the study was aimed at simultaneously promoting the development of teachers’ power to act and the understanding of didactic processes.