A nomadic and lifewide learning. Embodying transitions between university and educational work during internship

This article explores the topic of transitions in relation to the future of educational professions, with a focus on internship and the central yet vulnerable and precarious role of students in knowledge construction processes. Transitions characterise the spatial dimension of the learning experience in the lifewide dimension of educational nomadism: students simultaneously attend a multiplicity of contexts, often very different, which can be considered as places of learning, alongside which the university can find its place as an educational institution. What kind of contacts, questions, recursions or contradictions emerge from the connection of sometimes radically different spaces? A broad image of the training environment implies thinking of it as dynamic, characterized by multiplicity, fragmented and at the same time composed of interacting parts, sometimes in agreement and sometimes in conflict.