In France, specialized teachers of the RASED (Réseau d'Aide aux Elèves En Difficulté) are in charge of primary school students labelled by “regular” teachers as being "in difficulty". These specialized teachers are resource persons as indicated in the reference framework of competences (Official journal of 12-2-2017). As such, they can engage in a partnership with their “regular classroom” colleagues as co-teachers. Co-teaching is defined as the joint pedagogical work, in the same group, time and space, of two teachers who share educational responsibilities to achieve specific objectives (Tremblay, 2015). Co-teaching allows caring for these students reported as "in difficulty" within the classroom.  This research begun in 2022 and deals with the item "Collaboration" (item 7 of the grid). This study is based on the observation of 10 pairs of regular teacher-specialized teacher working collaboratively.  The methodology consists of a longitudinal collection of different types of data: forms filled in by the class teachers, a questionnaire filled in by these teachers, observations of videos of co-teaching sessions, semi-directive interviews (Imbert, 2010), conducted by the specialised teacher, which will question the regular teacher on his or her practice after the experience of co-teaching, particularly with pupils identified at the outset as being in difficulty. Finally, a seminar gathered together the specialized teachers and allowed them to discuss the collaborative modes of each of them and to share the evolution of this partnership with their “regular classroom” colleagues.  Preliminary results indicate a twofold evolution among the regular teachers. On the one hand, their professional gestures (Bucheton and Soulé, 2009) are more anticipated and allow better support to "students in difficulty". The joint identification of the pedagogical and didactic parameters that affect the construction of learning makes it possible to remove the disagreements (Champain 2019, 2023) that prevented the progress of students reported as "in difficulty". All regular teachers broaden their representations to a class system that encompasses their own practice.  On the other hand, the discourse of the classroom teachers shifts, with regard to the stated objective, the forms of student engagement, and their productions. The teachers' statements about the "lack of concentration of the students", their "inattention", their "laziness", evolve and are transformed into needs. From a discourse centered on the pupil as the sole bearer of the difficulty, we thus observe the displacement of the "difficulty", this term opens to more systemic considerations.

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