Abstract

The new modalities concerning school education of disabled students question teachers about the exercise of their job, especially those who are confronting with important disorders of cognitive functions. Training and support devices have to help to identify the constituent skills of a new professional identity while contributing to initiate and enhance this process of identity transformation. The analysis of the looks worn by teachers in specialized alternating training allows to identify the necessary conditions in order the levers of transforming postures and professional practices have to be effective and efficient.