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What psychic dynamics are involved in work groups set up by the practitioners of institutional pedagogy? On the basis of clinical interviews, conducted for research purposes, with teachers who have set up this particular teaching approach, and who are also members of groups reflecting on professional practice, the author seeks to highlight certain functions of these peer groups and how they influence the subjective positioning of the teachers in a “shared psychic space” that they have both initiated and for which they are responsible. The modalities of intersubjective links which appear in the discourse of the practitioners, in conjunction with the settings used, seem to open certain perspectives for what could favour the process of thinking in the professional field.