摘要：This case study aims at estimating in which circumstances a team’s training constituted by a preservice teacher, a cooperating teacher and a university supervisor, and set up within the framework of an innovative mentoring program impacts the professional education of the actors being involved there. It leans on an original theoretical conception of teacher training borrowing postulates from a learning and collective action theory (Berducci, 2004; Wittgenstein, 1996). From data stemming from the recording of the interview concerning the lesson led by the preservice teacher and autoconfrontations led by following with each of the actors, the work rules learnt of followed by each of them were identified. The main presented results specifie particularly the circumstances in which training initiatives allow the preservice teacher to learn work rules. More exactly, the results of the study allow to show that this professional learning organizes itself around three successive steps: i) the ostensif teaching of the rules by the trainers, ii) the first follows-up by the preservice teacher of rules taught under "deliberate supervision" trainers and finally the association by the preservice teacher of a professional intention to the followed rule. Having discussed the possibilities of development of the work of the team’s training, the level of generalization of the results of the study is envisaged in conclusion.
