Working together in teacher education: a productive obligation. A Case Study at the Valais University of Teacher Education (Switzerland)

This article analyzes how students in teacher education at the primary level in Switzerland invest the collaborative consubstantial space of an internship duo. A questionnaire was administered to a cohort of 45 first year trainees. 1285 meetings were recorded. It turned out that these moments were strongly invested by students who found them useful. The items discussed mainly show concern for teaching, not just classroom management. In this sense, the obligation to "work together" is formative. Trainees, however, had different discussion topics according to their discussion partner (supervisor or co-trainee). Finally, the actors present during the formative meetings are in a "me and my class" dynamic, not "us and our school, in its social space". This dynamic will have to be worked on during the internships, throughout the two coming years of training.