From various qualitative research projects, we became aware of the ethical problems of mentoring trainee teachers (Weber, 2008; Pirone & Weber, 2018). Consciously or unconsciously, mentors are partly responsible for barriers in the training process of trainee teachers. For example, without being aware of it or intending it, the mentor uses the trainee teachers as a mirror of his own ideas and professional gestures. In fact, he wants to format the latter from the motives of reflection: "Do it the way I tell you and you will complete your traineeship". This is reminiscent of the sculptor Pygmalion who fell narcissistically in love with his statue. This poses a number of challenges for the practice counsellors, which go beyond the didactic skills of the subject. From a psychoanalytic point of view, the question arises, how the practice counsellors position themselves as knowers and a "subject who knows" (Lacan 2011). Does they rather inscribe themselves in a discourse of the (authoritative) master, the scientist, the hysteric or the analyst who encourages the trainee to construct his singular knowledge of action? Considering trainee teachers as knowers, to what kind of role they are assigned to? How does a practice counsellor face his “otherness and how does he or she face the students and his "otherness" and how does he promote student teachers as singular subjects of desire? Therefore, we have developed a framework that enables practising teachers to reflect on their conscious and unconscious ideas, desires, affects (e.g. jealousy, fear) and transference in complex and conflictual situations with trainee teachers. The group shares case studies, thus acting as a "echo chamber". They read case studies out lout and each participant the protagonist what part affectively touched them. For example which aspects of pleasure, desire, transference or discourse they noticed. Ultimately, the practice teacher should also be able to verbalise and communicate their own style through this work. This includes positioning themselves ethically, asking themselves to what extent they can support the trainee teacher in their desire/enjoyment of becoming a teacher who may be confronted with the unfamiliar and the uncanny. It also involves being able to deal responsibly with the question of whether their trainee teacher is capable of accompanying pupils in their educational processes later on.

Lacan, J. (2001). Le Séminaire, Livre VIII, Le transfert. Seuil. Pirone, I. & Weber, J.-M. (2018). Comment être juste dans l'acte éducatif? Une question pour le sujet au-delà d'une compétence professionnelle de l'enseignant. Spirale – Revue de recherches en éducation, 61(1), 53–68. Weber, J.-M. (2008). Le tutorat comme métier impossible et de l’impossible. ULP.