In a psychoanalytically oriented clinical approach in the field of education, as has been presented by Blanchard-Laville et al. (2005), I touch upon the emotional integration of the professional experience in adapted teaching to pupils considered as mentally disabled aged between eleven and fifteen years old. Based on a single encounter analysis with a specialized teacher in the sphere of a clinical research interview in the educational sciences (Yelnik, 2005), I highlight the need for representations and images that allow consideration of the teaching relationship’s affective dimension. Inspired widely by the model of “structural stability” as developed by Houzel (1994, 2011, 2014, 2016), I suggest the term “representable forms of the professional experience” as a creative outcome of thinking in a research method inspired by psychoanalytic theory and practice.