Abstract
This paper aims to identify, through the recent master trainers’ missions of these last years, the professional models and valued skills to accompany professional transitions of primary school teachers. It also seeks to determine the nature of reflective aim of accompanying devices in entry into the profession through master trainers’ training activities. The theoretical framework is based on research findings in educational sciences on the conceptions of reflexivity. The content analysis of the 1981 and 2013 texts defining the tasks and skills expected of master trainers explores their activities and their role in reflexivity. The analysis identifies three figures of professionality successively valued to train future teachers. These figures infer the nature of the reflexivity of reflexive devices in which they operate. The discussion highlights developments and invariance of these reflexive devices and limits to the reflexive help provided by master trainers in the frame of their missions.