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This article studies the interactions between the institutional professionalization of novice teachers during their first year of teaching and the professional development of the trainee teacher through contact with their tutor. By using the concepts of emergent professionalism and support, we analyze the way in which the tutor develops reflective distancing from practice and professional decentering in relation to the trainee’s disciplinary training. The context is the 2016 middle school reform in France in the Guadeloupe regional education authority. In a clinical analysis of the training processes, the aim is to see how these interactions allow the novice teacher to train in the new methods of collaborative and interdisciplinary teaching.