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The question of evidence in educational research simultaneously raises the question of the relationship between research and the world, and that of the coincidence of scientific discourse with itself: on the world side, it questions the models of teacher training, both pre-service and in-service, whose plurality is defended here; on the scientific side, it questions the conditions of dialogue between approaches, at the heart of reflection on knowledge, which cannot be reduced to a juxtaposition of scattered knowledge, no matter how robust.