In recent years, we have supported the development of the SIFA Master, a professionalizing academic training (Strategy and Management in Adults Training, University of Rennes 2, France), included in a process of action research.

We wish to gain a better understandability (Barbier, 2001) in the articulation of the main areas of work that characterize this vocational training course (the learned, the experienced and the professional), taught at the rate of one week a month at the university (from September to June).

The analysis of practices and the building of a professional project are subjected to a continuous and comprehensive work throughout the year, which is recorded in an e-portfolio. The alternating process, concentrating on integration, is part of a training strategy that promotes a reflection focused "in" and "on" the action.

Beyond the acquisition of skills allowing the access to employment or its preservation, the SIFA master training aims to support students in their personal fulfillment and development as social subjects (Eneau, Bertrand &Lameul, 2012). The "praxeology / practice analysis" teaching unit is intended to question the articulated logic of training, situated action and research on adult education, with heuristics referred to knowledge of general applicability but also to more personal and "experiential" knowledge.

We propose to continue a questioning we began through an exploratory research (2012-13) to assess the formative dimension of the reflexive work that characterizes the master system (Eneau, Lameul and Bertrand, 2012). To understand the process of the professional development of students targeted by the SIFA master, we agreed to retain three categories:

1) the identity dynamics at play in this professionalization process;
2) the building of a progressive professional socialization;
3) the development of a specific position as a reflexive practitioner.

We will particularly focus on the way one of these three categories develops: "the building a professional position". The aim here is to identify how what we believe and what we intend to do provide meaning and justification to action and clears a certain professional position (Lameul, 2006).

The development of a professional position, between beliefs and values, intentions and actions, reveals the difficulties in stabilizing a "professional ethos" (Jorro 2009), at the crossroads of the building and questioning of identity, professional socialization and acculturation, the development of know-how and acts recognized by the community.

• Barbier J.M., (2001). La constitution de champs de pratiques en champs de recherche. In J.M Baudoin et J.Friedrich (Eds). Théories de l'action en éducation (pp.305-317). Bruxelles : De Boeck Université. p 306 • Bourgeois, E. et Nizet, J. (2005). Apprentissage et formation des adultes. Paris, Presse universitaire de France (3è édition) • Eneau, J., Lameul, G. & Bertrand, E. (accepté). Place du stage et rapport au stage en formation universitaire : ce que nous disent les documents réflexifs d’accompagnement à la professionnalisation. In S. Denoux& E. Triby (dir). Le stage en formation, tendances et résistances. Les Cahiers du CERFEE n° 35 (Under review. Will be released in 2014). • Lameul, G., Charlier, B. et Peltier, C. (2014). Dispositifs hybrides et développement professionnel : Effets spécifiques des différentes configurations de dispositif sur le développement professionnel des enseignants du supérieur, in Education-Formation, e-301 consacré à la thématique « Les Dispositifs hybrides »., http://ute3.umh.ac.be/revues/ • Eneau, J., Bertrand, E. &Lameul, G. (2012). Se former et se transformer : perspective critique et formation universitaire aux métiers de la formation. Revue Internationale de Pédagogie de l’Enseignement Supérieur, 28-1/2012 (online : http://ripes.revues.org/585). • Lameul, G. (2008). “Les effets de l’usage des technologies d’information et de communication en formation d’enseignants sur la construction des postures professionnelles”, Savoirs, 17, p.73-94. • Jorro, A. et De Ketele, J.M. L’engagement professionnel en éducation et formation, Bruxelles, De Boeck • Mezirow, J. (2001). Penser son expérience. Une voie vers l’autoformation. Lyon : Chronique sociale. • Mottier Lopez, L. &Vanhulle, S. (2008). Portfolios et entretiens de coévaluation : des leviers de la professionnalisation des jeunes enseignants. In G. Baillat, C. Thélot, L. Paquay& J.M. De Ketele (eds), Evaluer pour former. Outils, dispositifs et acteurs (p. 143-159), Bruxelles : De Boeck