Abstract
In France, the new directions in teacher training are transforming the working conditions of teacher educators, who have to respond to the need to professionalise students, prepare them for the competitive recruitment exam (certification) and make teacher training more university-based. This article analyses the effects of these changes on the commitment of trainers within workgroups. Following an approach to institutional discourse, the article explains the extent to which support for the collective(s) (co-reflexivity, collaborative work) helps to strengthen the professionalism of trainers. It also shows how the reality of work is now part of a logic of New Public Management that weakens collectives. Two questionnaire surveys (2011 and 2022) were used, incorporating two open-ended questions analysed using Alceste 4.8 software. The results show that the trainers see the collective dimension of their work as a resource, while at the same time highlighting the constraints that prevent it from being developed, leading to a risk of deprofessionalisation of the sector.