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As a trainer of newly qualified secondary school teachers, the author invites them to participate in a professional practices analysis group, inspired by institutional pedagogy and drawing on the use of writing. These teachers are invited to write monographs that are worked on in the group. The monographs thus become training tools, as well as a research methodology that can elucidate unconscious processes at work in educational settings for newly qualified teachers. These writings illuminate the identity shattering they experience when confronted with situations that do not make sense to them. This enigmatic shattering sparks off a need to know that can lead to finding answers in training, but it might as well hinder trainers’ discourse. The transposition of this training system to part-time lecturers in universities leads to questions about the assumptions mentioned above.