The purpose of this paper is to study how the primary and secondary teacher trainings evolve side by side with educational sciences between the last part of the 19th century and the first half of the 20th century in Switzerland. Dealing with the theme "Education and Knowledge Economics", we will show how the curricula of teacher training are influenced by power and knowledge stakes in education through time. The approach we use in our Swiss National Science Foundation Project is to consider sciences as social, discursive, material and cognitive practices. Within this theoretical frame, we look how the increase of teacher qualifications influences the evolution of pedagogy/educational science(s) and vice- versa.In the 19th century, teachers colleges are in charge of primary teachers training in most of the Swiss cantons, but demands for a university degree emerge at the end of the century. At the same time, secondary schools are created. This generates a need of teachers with an educational training in addition to their disciplinary knowledge. Gradually, the Swiss universities start founding chairs of pedagogy in Faculty of Arts to teach theoretical and practical bases of educational sciences to teachers. However, this new kind of teaching challenges the academic organization: on one hand, Faculty of Arts finds a professional purpose and increases the number of students, on the other hand, teacher education constrains the curricula by introducing a professional part. Moreover, Faculty of Arts has to negotiate with two new partners: first, the other faculties (as Faculty of Sciences), which also teach future secondary teachers, and second, the Boards of Education, which want to keep a close watch on the diploma of their future employees. It seems then interesting to study the interactions between the protagonists involved in these power and knowledge stakes regarding teacher education. We distinguish three kinds of protagonists: 1) the politics dealing with the school administration, 2) the professional groups of teachers (teachers unions), 3) the university scholars (in the Faculties of Arts or Sciences on one hand, and in educational research/sciences on the other hand). We will analyze the debate between them: what is considered as the legitimate knowledge to train teachers? Who are the protagonists in charge of defining this knowledge? Which are the new forms of educational knowledge that appear with teacher education? How these new forms transform mutually educational sciences and teacher profession.Therefore we assume that the evolution of teacher qualifications plays an important role in the emergence and the development of educational sciences, but these interactions take contrasted ways. For the primary teachers, the demand for better qualification starts at the beginning of the 20th century and succeeds only partly and locally. However, it leads to a lasting and "autonomous" institutionalization of empirical approaches in educational sciences. The situation is quite different with the secondary teachers. A strong link between pedagogy and secondary teacher education leads to a more heteronymous and less empirical development of educational sciences. These two different shapes regarding the evolution of educational sciences seem especially strong when they take place in a hierarchical school system, as the Swiss one.