 Pedagogical paths and traces of professional activity in teacher education 
This paper concerns different practice analysis designs proposed in teacher education, based on common principles : work with students on professional situations, mobilize academic tools or knowledge and encourage reflective enquiry. Various pedagogical variables and training designs support these principles, but all aim to trigger a movement of decontextualization and recontextualization of professional activity. Some of the designs give an important place to writing and the recall of professional experiences, while others are based on the analysis of filmed professional activities. Our contribution is based on the work carried out on these designs by members of the AFORDENS and TALES research groups and aims at detecting how they accompany these movements and to identify their main pedagogical features. Thus, three pedagogical approaches - reflective writing, reflective analysis of practices and analysis of activity by video training - are characterized here according to the nature of the traces they use, the forms of verbalization they elicit and the ways in which they lead the trainees to decontextualize and recontextualise their activity. Our reflection considers the possible variables that can come into play when supporting professional development and identifies the strengths of the different pedagogical approaches in work-linked training.