‪This article looks at the nature of those norms which concern initial teacher training students during their teaching practice. In view of their preparation for teaching practice, it would seem reasonable to postulate that these norms are partly linked to the knowledge dispensed and the way it is taught. Given the background to francophone education in Belgium, we could consider them as a reflection of socio-political issues (educational inequalities). Yet it will become apparent that spontaneous accounts, given without prior thought, provide evidence of the recurrent, regular and collective presence of social, rather than professional, concerns or norms. Students must, first and foremost, make it through one of the most challenging parts of their training.‪