Abstract

The purpose of the article is to describe how, in initial training, the development of interprofessional collaboration enables the development of a professional identity among special education teachers and social workers. To this end, an educational and research project implementing various interprofessional collaboration mechanisms was set up within the university clinics in special education and social work at the Université du Québec à Chicoutimi. Semidirected interviews were conducted at the beginning and end of the project, and their analysis revealed the functions and feelings of professional identity development and linked them with the developed interprofessional context of training.