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‪Video images are now ubiquitous as a medium for training and professional development. Most of the images captured and used are in fact in the name of reference frameworks or didactic situations attached to a programme. This article looks at the functions that these video images can play in a vocational training process that does not know its purpose. This is the case in technical universes where new problems arise: the aim is then to use video images to teach a dual dynamic of transforming and understanding. Transforming the work actions put to the test here by the necessary modifications to the process, under the constraint of a similar production process. To gain a deep understanding of the phenomena involved in transformation, so as to be able to reproduce them in action, but also to share them by naming them and explaining them. The order transform/understand is subverted on the one hand by the previous experience of those involved in production and on the other by watching videos that suspend action to give time for reflection. Because they form a trace and offer the possibility of looking back on the action, the use of video images plays a number of structuring roles in a training course, in the heritage of know-how and in the production/transmission processes. These functions result from the articulation of images as data with other ethnographic, documentary or immersive survey data. They are constructed by the complementary status of this articulation, which is in turn i) comprehensive (through the identification and construction of the production problem); ii) transitional from understanding to transforming (through a naming operation that distinguishes the description of a process, its conceptual charge, from its registration and use in the work flow); iii) deliberative of the relevance of this transforming dynamic on the common culture of the trade between the different stakeholders.‪