With regard to the professional training of teachers in university settings, this paper presents an analysis of the present situation based on the rise of the State's insistence on greater effectiveness. It identifies three issues: 1) the necessary tensions between plural approaches to teacher development and school improvement; 2) the ways of dealing with forms of obligation of results in teacher training, and 3) the definition of "science" and "research" in the context of the return to prominence of "hard sciences". It argues that a university has more autonomy than a normal school and can hold itself aloof from certain perils. If university is unable of generating fruitful tensions between plural approaches to teacher development and school improvement; of sophisticatedly responding to the obligation of results; and of developing a critical relationship to science in teachers, who will be?
Professional training in teaching; University; Obligation of results; Effectiveness and critical relationship to science