The voice of teachers involved in school-worl alternance programmes

School-Work Alternance (SWA) programmes find its reason in the attempt to create cooperation between the world of education and the world of work, and to gurantee students the development of competences useful for life and for work.This study focuses on the strategic action of their key actors in creating effective partnerships with external organizations. Based on this assumption, the research question asked was: what specific functions do teachers play within School-Work Alternance programmes? Data wer collected with a qualitative approach that was carried out through semi-structured interviews addressed to 14 high school teachers. Data analysis was conducted with Atlas.ti software in order to record the significant core categories that emerged. Findings showed that within the SWA system, yet to be defined, SWA teacher/tutors and coordinators in school contexts have played a significant role. Teachers involved in School-Work Alternance programmes have a strategic position. These results showed some practical implications at both educational/training and professional levels.