In this paper we discuss emergent cross-cutting themes across a series of educational intervention projects in which practitioners-in-training adopted and adapted in their proposals and work design the logic of ethnographic experimental collaboration (XCOL) and participatory action research (PAR) (Clark, 2010; Estalella & Sánchez-Criado, 2018) perspectives. We were involved in three interventions developed in Madrid (Spain) across formal and informal learning contexts as part of the internship/practicum of future educational psychologists. Our work was designed in response to the identified needs and demands of the internship sites. Yet, as educational interventions, they were explicitly conceptualized and implemented in ways that depart substantially from the common expectations of process-product educational intervention and dominant ways, at least in Spain, of constructing educational accountability (cf. Berliner, 1989; Gage & Needels, 1989). We unpack four themes relevant across the three projects, which emerged from our joint discussions of the three interventions: (a) how "outcomes/results" are reconstructed in XCOL/PAR educational interventions, (b) the transformations in our emergent professional identities, (c) the place of different materialities and expressive media in the work we planned (d) how space-time constraints were construed in our unfolding projects.


experimental collaboration, participatory research, educational intervention, professional development, gender socialization

Author Bio(s)

David Poveda is associate professor at the School of Psychology of the Universidad Autónoma de Madrid. Marta Morgade is associate professor and vice-dean of student affairs at the School of Psychology of the Universidad Autónoma de Madrid. David and Marta are co-coordinators of the UAM research group "Contemporary Childhood" (www.infanciacontemporanea.com). Please direct correspondence to david.poveda@uam.es.

Inés Cruz holds master’s degrees in educational psychology and secondary education teaching and currently teaches psychology and child development to secondary education and TVET students.

Natalia Piñeiro recently completed a master's degree in educational psychology and is interested in educational intervention with children with developmental disorders.

Rebeca Gallego holds a master's degree in educational psychology and has extensive experience working with children and youth in after-school and community organizations.


We would like to thank the reviewers and journal editorial team for their careful comments and support in the development of this manuscript.

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