As the time for taking up their duty draws nearer, teachers in pre-service feel more vividly the urge to learn professional skills. They express this need through a claim for norms of action. The prescriptive statements are numerous in the professional writings done by students but their meaning deeply changes along with the context in which they appear. We gathered up a corpus made of various writings which takes into consideration two criteria: the degree of professional experience (beginning or experienced teachers) and the diversity of attitudes linked to the institutional and national backgrounds (France, Great-Britain, U.S.A.). We picked up and analysed prescriptive statements. Our findings strengthen our former results: beyond the different institutional forms taken by the professional writings, it is more relevant to focus on the intellectual operations achieved by students in their writings because they shed light on the nature of the relationship entertained by students with teaching activities and with training.