The proposal comes under Research Network number 10 on “Teacher education research” and also under Research Network number 15 entitled “Research on Partnerships in Education”.

Research regarding the proposal originates with the creation, by its author in the 90s, of a Teacher Training Seminar at the Karlsruhe High School of Pedagogy (Pädagogische Hoschule Karlsruhe, Germany). The Seminar theme was the relationship between the acquisition of French as a second language through the use of children's literature and the pupil’s construction of personality. In this training, it was proposed to small groups of students to consider some books for children and to produce a study in group situation, taking into account their subjective involvement (Penot, 1994) in the encounter with the literary work. Texts and analyzes made during the Seminar were then shared between groups of students.

The second step, regarding current research and the proposed communication, concerns a teacher training experience conducted within the University (Master "Professions of teaching, education and training"). An attempt to transpose cooperative teaching practices has been made in this context. The cooperative practices used in this experimentation were the monographic writing (Vasquez et Oury, 1967) and the cooperative correspondence (Freinet, 1925). Two groups of teachers in training, from two different Universities, were involved (Paris 8 Vincennes-Saint-Denis University and Cergy-Pontoise University). Both groups produced an elaborative work around their first professional experiences, their thinking being written partly through the exchanges organized between students. Beyond the teacher professional training and links with it, the aim is to think about the effects of these cooperative practices on the evolution of the subjective position of young teachers in the phase of their professional debut. We shall pay particular attention to resonance phenomenas (Blanchard-Laville, 2013) in the psychic processes involved, to the extent that in the mental space (Bion, 1965) of the class, it’s not only the transfer of knowledge which is at stake, but also the transference relationship (Freud, 1937) which is activated or reactivated.

But as the working group is not only a writing workshop because of its interactions with another group through the cooperative correspondence, we are also interested in the manner in which the writing devices and exchanges are likely used to convey something of the emotional experience (Bion, 1962) encountered in the classroom space. We will show how the writing procedures can be a carrier of a new lived experience (Ogden, 2005), beyond the transmission of information or knowledge.

Finally, the materials collected during the training of teachers at the beginning of their careers will be presented and analyzed in connection with the concepts of Balint function (Delion, 2007) and talking-as-dreaming during teaching sessions (Bibby, 2014). Reference to these concepts comes largely from a collaboration in place since 2014 between a team of Senior Lecturers and Professors from The Institute of Education (London) and the clinical team of the Department of Educational Sciences from the Paris 8 Vincennes-Saint-Denis University.

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