摘要：The question of work-study programs and ways to foster a direct link to the reality of the teaching profession are currently of interest to education trainers and researchers. Several studies questioned supervising teachers on their ideas of work-study practices, but we do not know much about their actual classroom activities. In this article, we pay special attention to a supervising teacher’s interactions with a student- teacher during a dyad interview. This training session takes place during a practicum, and focuses on activities the student-teacher leads in the classroom. The purpose is to have the student-teacher acquire the professional knowledge required by the training institution, while also satisfying the production needs of the classroom. Our investigation methods are based on observing the supervising teacher’s activities, and on the simple self-confrontation interview that corresponds to the description of the trainer’s commitment to his own action. The results reveal a few resource and skill categories the supervising teacher uses to elicit an experiential narrative, allowing the student-teacher to describe his practices and therefore better understand them, change them, and increase his capacity for reflection and professionalism.
