On the educator as researcher: implicit knowledge and professional epistemologies

What professional learning and development do educators need today to develop strong and flexible professional identities capable of understanding the complexities of social contexts? Essential professional requalification is required to develop a profile of educators who become generative agents of change. The article invites readers to investigate tacit, latent, or hidden personal and professional epistemologies that influence educational action in a more or less unconscious manner. Finally, the article proposes a methodological approach to revealing implicit knowledge that employs metaphor as an epistemic and methodological tool.