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The issue of the professionalisation of high school history teachers through training, recently discussed in an article published in Vingtième Siècle. Revue d’histoire, benefits from being considered from the angle of history education research. By connecting students’ representations with the logic behind the historical knowledge to be imparted, and by comparing the relationships between historical texts and research and writing practices among historians and in the classroom, we can illustrate the conditions of teacher training with epistemological and historiographical stakes that are adapted in their implementation in a high school context.