Abstract
In France, a new reform of initial teacher training has been introduced for the start of the 2021 academic year. In this period of change, this article examines student accompaniment when linking theory and practice. The theoretical framework focuses on the notions of accompaniment through the different ‘tiers’ figures (Paul, 2009, 2011), the professionalization project (Kaddouri, 2006) and the ordeal (Martuccelli, 2006). The qualitative method is based on a content analysis of the comments made during comprehensive interviews with three second-year Masters students with contrasting profiles. The results highlight what they say about their lived accompaniment. They reveal a system of three more or less intense ordeals depending on the presence or absence of ‘tiers’ figures in the different training places and the gap between their personal professionalization project and the institutional training project.