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The article analyses the models of teaching professionalities promoted by new educational policies in French-speaking Belgium. Inspired by New Public Management, they simultaneously engage two distinct paths regulating education professionals’ practices: a logic of professionalisation and a logic of soft accountability of which the potential effects on the professional situation of teachers are contrasted. These policies outline another division of work between the different segments making up the professional teaching group, strengthening the profession’s middle management and intellectual elites. In concert with the promotion of a proof-based education, this internal reconfiguration of the profession led to the emergence of a new stake for teachers regarding the definition of the professional know-how considered to be legitimate for their practices, and which seems to increasingly be eluding them.