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The reflections which form the basis of this article stem from a support strategy for managing innovation and change in schools. In this context, it would appear essential that research-based tools be developed to meet the needs of school principals and field actors. The purpose of this paper is to examine the issues involved and the role of researcher-trainers in the exploration of these new fields, and also to identify certain limitations and pitfalls associated with ethical problems and the risk that the tools developed might be misused by users.