Abstract
Future primary school teachers with a migrant background (FEIMs) represent a population that has been relatively under-researched. Focusing on students from the University of Teacher Education in the canton of Vaud, Switzerland, we have chosen to shed light on certain less-visible aspects of the assessment of their competencies during internships. In particular, we aim to highlight the gap that is sometimes observed between the prescribed evaluation process, including attempts to grant it some degree of objectivity, and the reality of the judgements made about their competencies, judgements apparently influenced by these students’ ties to migration. The findings, from qualitative research based on semi-structured interviews, suggest that, at least in the context of formative and informal evaluations of FEIMs during internships, they are subject to stereotypes and expressions of doubt regarding their competencies, similar to those they have already encountered in their prior educational experiences. Therefore, their teacher training does not seem to shield them from the expression of doubts related to their migrant background.