In order to understand the complexity, dynamism and the uniqueness of each act of teaching, one must reflect the methodological possibilities. This paper will review the last nine years of work done in order to highlight the contributions of ethnomethodology to the greater understanding of the act of teaching since Garfinkel’s work has been translated in French. This review confirms the potential of this methodological approach with regards to the exploratory advantages and the capture of teaching acts in detail, both in situ and in vivo.