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Based on a case study involving a pedagogical advisor working with, observing, and advising two teacher trainees, this article focused on the way in which two concepts originating in research in didactics were mobilised by this advisor. It appears that while this conceptual knowledge contributed to transforming her way of observing and conducting advisory sessions with the trainees, it was subject to a process of personal reappropriation based on how useful the knowledge was believed to be for professional practice. These observations lead us to conceptualise two “registers of use” for didactic concepts according to whether the viewpoint adopted is that of the pedagogical advisor-practitioner or of the researcher-didactician.