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In this article we analyze the reflective accounts written by mentors/coaches at the end of their training, in order to retrace the transformation of their professional identity and professional action. The analysis focuses on a thematic and linguistic analysis of the texts as embodiments of a developing relationship with the professional world. We highlight that these texts bear traces of processes of renormalization, resulting from conceptual and formal learning as much as from experiential learning achieved during training. This analysis ultimately calls into question the training itself, along with its multiple expectations.