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This paper studies the apprenticeship training system of two special education professions (specialized educator and monitor) as an intermediation system. This analysis studies both intermediation through apprenticeship and intermediation within apprenticeship: the productive (professional integration) and formative (acquisition of professional skills) logics come into tension. The survey, based on semi-structured interviews and observation of a diversity of scenes in the training system, allowed us to grasp how the entry into the system is constructed and to analyze a formative intermediation in the making. During the apprentices’ experience, two configurations are identified, in which “finding one’s place” is or is not possible.