¿Cómo aprendemos? El docente enseñante y aprendiz que acompaña a los estudiantes en su exploración hacia el (auto)aprendizaje.

The present study looks at the teacher’s role in the teaching-learning process. In this research, the focus is set on finding out how teachers and students learn. The objective of the study is to enquiry into the teacher’s self-learning experience and analyze how this can influence their pedagogical work. The methodology used is a narrative inquire, opting for self-study with stories from both authors, in their role as secondary school teachers. The process of accompanying students is specified, so that they could identify their learning preferences. For the analysis, significant elements were sought to create a reflective practice. In conclusion, we put in the centre the role of the teacher as a learner who, under this way of being, favours the conditions for others to explore themselves. Additionally, value is given to self-awareness in the ways of learning and relating to knowledge of teachers and students, with self-study being a tool for researching and addressing teacher training.