‪The article aims to analyse the evolution of models of professionality in the teaching profession in the light of contemporary normative changes. Faced with performance expectations and normative indeterminacy, educational professionality seems to be marked by a dual trend: a heteronomous and instrumental rationalisation requiring adaptation to standards, and a practical and reflective rationalisation of the job in all its different facets. These trends are reflected in new approaches to the training of teachers, which advocate an alternation between situational exercises and reflective rethinking, in a search for efficiency or meaning.‪