Abstract

In this contribution, we analyse the treatment of professional practice in two training sequences dedicated to the teaching of written French. Firstly, we examine the characteristics of the training devices organised with a combination of school field and training institution scheme. We then focus on interactions between trainer and trainees within two training activities aimed at sharing and reflecting on practicum. The interest of this double perspective lies in the understanding of knowledge circulation between school field and training institution and how this circulation serves the development of teachers’ action.