Because of "an old French prejudice that discredits pedagogy in general" (Durkheim, 1938: 10), teaching pedagogy is often considered useless in France. It wasn't until 1989, with the creation of the Instituts Universitaires de Formation des Maîtres (IUFM - university teacher training institutes), that secondary school teachers received teaching courses as part of their training, at a time when competitive examinations were based solely on mastery of subject knowledge. Although pedagogy, understood as all the techniques involved in the didactic transposition (Chevallard, 1985) of scholarly knowledge into taught knowledge by means of curricula, has since acquired a certain place in competitive recruitment exams and teacher training, a number of reforms concerning access to the teaching profession, combined with budgetary restrictions and a certain cultural inertia, have nonetheless resulted in the penetration of pedagogy into teaching at secondary level being severely limited. This presentation will review the changes in teacher training over the last thirty years in France, before looking more specifically at the teaching of economics and social sciences. Introduced into the French lycée system in the mid-1960s (Chatel, 2015), this subject has been the object of much controversy from the outset, both within and outside the education system, over its content, methods and aims, but also over its very existence (Martinache, 2018). This poses particular challenges for teacher training. These include the issue of multidisciplinarity as well as the adoption of an 'active pedagogy' in which document work and oral exchanges play an important role. Beyond this acculuration during the Master's degree, there is also the question of continuing training, which is notably the site of competition between private organisations linked to employers and teachers' associations.