Abstract
The contribution focuses on the way in which teacher educators in INSPE (Institut National Supérieur du Professorat et de l’Education) situate themselves in the new framework created by the training reform and envisage their student accompanying activity. Following the reform of training implemented in France at the beginning of the 2021 school year, a survey was conducted by questionnaire in the spring of 2022 (n=725). Several questions referring to accompaniment were used in the analyses, including four multiple-choice questions and two open-ended questions. The results show blurred professionalities and tensions that lead trainers to reorganize their work to (re)find meaning to their professional activity, which is permanently considered as "under pressure". For many of the respondents, coaching they provide seems to be at the heart of their mission and constitutes the valued and rewarding part of their activity. However, the changes linked to the reform of training have disrupted the time and space dedicated to it and have created misalignments.