Abstract

Our contribution concerns the continuous training of teachers that will be forming future teachers during their traineeship. It aims to describe how the professional development of the trainees’ coaches, both the training supervisors as well as the supervisors form the trainees’ schools, was used during a course proposed by a university and during meetings where practices were shared by the participants. In this manner, we identified the ideal moments for development of the trainees, as well as the most important levers for the transformation of the coaches. We paid particular attention to the reflexive contract co-defined by the group, as well as to the principle of social moderation at the heart of the collaborative group’s dynamic.