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The authors, all three of whom are involved in running groups which conduct clinical analyses of professional practices amongst teachers, compare three settings conceived by Jacques Lévine, Francis Imbert et Claudine Blanchard-Laville for all of whom the influence of the work of Michael Balint was substantial. Starting from this common reference to psychoanalysis, how have these clinicians elaborated their own setting for analysing professional practices? In what respects are they similar or different? After retracing briefly the emergence of the first Balint groups in the field of teaching and training, the authors dwell on each of these three settings in which they analyse successively the purpose of the work, the unfolding of the sessions, the theoretical references mobilised by the group leaders and their relationship to the institution. Drawing on material consisting of articles, testimonies, and extracts from retranscribed sessions, they highlight what constitutes the singularity of these three approaches which they link to the training, career paths, and theoretical references of these initiators.