The alternated training is implemented in French national vocational curricula.

Work experience grows from secondary school (from 15 years old, grade 9) to university in various ways which depend on qualification levels. In some vocational programs, periods in work environment  should have a continuity in terms of acquiring knowledge and skills with the in-school periods.

The objective of this research is to explore problematics of implementation of the alternated training from involved teachers and trainers point of view. We focus the industrial sectors. We try to identify difficulties but also successes, barriers and facilitators for the implementation of work experience of students in two modalities: the internships and apprenticeship. This two modalities exist in France for preparing the same qualifications. The focus is put on interactions between the 3 main actors (pupils / students, teachers and professionals) and on the transmission and acquisition of knowledge between them, particularly work process knowledge (Fischer  & Boreham, 2004).

We wish re-examine and complete, in the light of  the model of "connectivity" (Griffiths & Guile, 2003), the results of empirical studies (Huchette & Thienpont, 2010, Région Rhône-Alpes, 2003, Adigüzel, 2004) which revealed : (a) any differences between institutional prescriptions about internships and their implementation; (b) the gap between perceptions of students and teachers about work placements objectives ; (c) the propension of teachers to center their attention on the organization and not on their pedagogical role.

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