Abstract
The purpose of this article is to understand identity dynamics in constrained professional transitions, questioning the notions of crisis and hardship. Two national surveys of IUFM trainers (2011, 2013) were conducted register the changes in the way the implementation of teacher training reforms (2010) were received. Data analysis was performed using the software Sphinx and Alceste. The results highlight the importance of long time frames to pinpoint the numerous tensions and processes of individual and collective re-appropriation of the changes (working modalities, devices, forms of evaluation). These processes involve multiple adaptation strategies to adjust to change and to give new meaning to the work. The changes in the relationship to the activity, as identified by the space-time element of the transitions and by the professional relationships, tell us to revisit identity dynamics in times of change.