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Behind the complex issue of the relationship between the professionalization of teacher training and the spaces where academic and disciplinary knowledge is produced lie questions about the very nature of historical research. This paper suggests that the reflexive practices of professional historians and of those who teach history can be a meeting ground for scientific, didactic, and pedagogical questions that concern secondary schools and universities alike. In terms of the training of future history teachers, this implies combining the acquisition of historical knowledge and a personal, hands-on experience of researching and writing history from the very beginning of the learning process.