This paper is based on a research conducted in France in isolated rural elementary school in the Ardèche department where a co-teaching arrangement has been set up. In these one-classroom schools, two teachers are thus brought to teach in the same class during a school year. Co-teaching is defined by Tremblay (2012) as "joint pedagogical work, in the same group and at the same time, by two or more teachers sharing educational responsibilities to achieve specific objectives. ». Situations where co-teaching occurs have been studied in other research (Tremblay and Toullec-Therry, 2020), particularly from a didactic perspective (Prevel and Buznic-Bourgeac, 2020) or in connection with inclusive education (Tremblay, 2011).

After presenting the context of the research, this paper proposes to grasp, in a psychoanalytically oriented clinical approach (Blanchard-Laville et al., 2005), some of the psychic issues wich may be specific to co-teaching situations. In such a situation, each teacher is required to teach in the presence of another. This other is sufficiently close (he or she is also a teacher) but also sufficiently distant in terms of his or her teaching style, background and pedagogical references. In some situations, this other, constituted by the second teacher, could be the mirror of an otherness present in oneself, and a vector of the « uncanny » (Freud, 1919). Consequently, teaching "under the gaze of another" can constitute a test for the teacher that leads to certain psychological reorganizations, for example, defensiveness.

Moreover, teaching in the presence of another person is a situation that can call into question the links that the teacher forges with his or her students, but also the way in which he or she updates his or her own relationship to knowledge during the teaching sequence. These two dimensions of the link to the pupil and the link to the knowledge taught shape the psychic space of the classroom and constitute what Claudine Blanchard-Laville calls the teacher's didactic transfer (Blanchard-Laville, 1997). Thus, is it possible to extend the notion of didactic transfer, initially thought by its author in "classic" teaching situations, to situations where two teachers teach together? What modalities of didactic transfer of each teacher find expression within the class which constitutes a single psychic space?

Furthermore, I have proposed the notion of internal psychic parenthood (Guignard, 2017) to try to capture a modality of how didactic transfer unfolds in the classroom. In a co-teaching situation, in the ordeal that teaching with another can constitute, how is this internal psychic parentality reorganized? being two teachers could thus strongly refer each of them to psychic arrangements specific to the couple and to parenthood. In such a situation, wouldn't the paternal and maternal functions that are articulated during a lesson tend to be split up and taken in charge separately by each of the two teachers?

This paper will link some vignettes from the research with theoretical contributions from the field of psychoanalysis. The methodology used for this research is based on two types of material. On the one hand, observations were carried out in the classes where co-teaching was implemented. On the other hand, interviews were conducted with the two teachers participating in the co-teaching scheme. Out of a corpus of 24 interviews, 3 were conducted by the author of this paper and can be considered as clinical research interviews (Yelnik, 2005). It is these interviews, coupled with observations conducted in the teachers' classrooms, that constitute the bulk of the material used in this paper. However, the other interviews were taken up in the preparation of this paper. The vignettes presented will therefore be based on this research material.

The co-teaching situation leads to question the notion of didactic transfer initially forged in a teaching situation where the teacher is alone in front of his class. It also activates psychic processes, some of which may be linked to the professional part of the internal psychic parenthood of education professionals.

Blanchard-Laville, C. (1997). L’enseignant et la transmission dans l’espace psychique de la classe. Recherches En Didactique Des Mathématiques, 17(3), 151–176. Blanchard-Laville Claudine, Chaussecourte Philippe, Hatchuel Françoise, Pechberty Bernard. (2005). Recherches cliniques d’orientation psychanalytique dans le champ de l’éducation et de la formation. Revue française de pédagogie, 151, 111-162. Freud, S. (1919). L’inquiétante étrangeté. Essais de psychanalyse appliquée. Gallimard, 1976. Guignard, M. (2017). Vers une prise en compte d’une part professionnelle de la bisexualité psychique dans l’étude des modalités du transfert didactique de l’enseignant. Cliopsy, 18, 9-22. Prevel, S. et Buznic-Bourgeacq, P. (2020). Des rôles didactiques pour les sujets du coenseignement. Ajustements et variations identitaires d'une enseignante surnuméraire au sein de trois binômes. Éducation et francophonie, XLVIII (2), 139-159. Tremblay, P. (2011). Co-formation entre professionnels collaborant dans deux dispositifs d’intervention auprès d’élèves ayant des troubles d’apprentissage. Nouvelle revue de l’Adaptation scolaire. 55 (3), 175-190. Tremblay, T et Toullec-Théry, M. (2020). Le coenseignement : théories, recherches et pratiques. INSHEA. Yelnik C. (2005). L’entretien clinique de recherche en sciences de l’éducation. Recherche & Formation, 50, 133-146.