Issue 72 of Repères continues the discussion on how teaching models influence teacher training. To this end, we attempt to identify which teaching models are used, disseminated and even developed in and for teacher training, whether initial or continuing, how they are used and what issues are at stake.

This dossier provides a range of analyses of teacher education from the perspective of its content. These analyses shed light on the complexity of the issues and show that, unlike political and institutional "urgency", considering change requires in-depth research into the didactic contexts of teacher education and teaching.