The phenomenological perspective makes reflective and inclusive postures and practices available to educational professionals. In this direction, the chapter dwells on postures that it is hoped will become central in initial and continuing education contexts, which concern learning to name thought and work on the implicit, learning to design from a narrative framework that knows how to speak for “stories,” practicing looking, listening and negotiating as opportunities for knowledge and understanding, and recognizing the centrality of error and reflecting on it as a privileged opportunity for unveiling and relating. These postures can be stimulated by certain tools that, used within this framework, become indispensable mediators. In particular, tools such as descriptive observation, the logbook, the team report and the functioning profile are presented. In this perspective, documentations become dynamic repositories of memory but also backgrounds for reflection and planning. To solicit reflective practices and postures, it is necessary to build a working methodology that accommodates a background attitude that consciously declares every theoretical choice and seeks to contain all deterministic risks. The challenge is to build a professional background that knows how to renounce control and prediction, opening up to the wonder of the unseen and unexpected that every encounter brings from a strictly phenomenological perspective. Constructing a phenomenology-oriented methodology therefore means searching for the essence of the educational experience, describing it with “fidelity,” paying attention even to what seems superfluous, and constantly reflecting on the thought processes brought into play, documenting them with rigor and respect, resorting to different types of professional writing.