Abstract

Inside vocational training systems, like those implemented in health and social sector, overcoming the gap and tensions between the times and different places of the training are the periods of practical training in the field and institute training sequences calls for the establishment of cooperation between stakeholders: trainees, trainers and tutors. The latter, regarded as lighting built-reliance, takes different forms and uses different means (educational devices, booklets, portfolios, etc.). The study of some of them showed that they can be located with reference to two poles having value paradigms: one referring to a technical vision of the training and practice of the profession ( and a «technician identity), the other in a clinical approach to training and a «clinician identity» of the professions.