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Based on the author’s personal experience, the text focuses on the relationship between research and teaching practices throughout the years following the academic recognition of the education sciences in 1967, in France. Some of the milestones considered as important were presented. Their analysis leads to the identification of weaknesses in the transfer of research results in the form of simple application in terms of good practice. Weaknesses are specially generated when researches are not carried on into the description, understanding and explanation of how teaching practices work in their contexts of realization. The development of this research according to proven methodologies, as well as the ones to be invented, offers the prospect of new relationships between research and teaching practices.