During the 20th century, all western states are looking for ans ideal teacher training that includes knowledge about educational sciences and professionalization of teachers. To achieve this ambition, teacher training is progressively transferred to university degrees. If the level and the most qualified institution to train teachers are now some debated issues all around the world, they come from an age- old past. It questions the evolutionary link between professional training and social sciences training, especially educational sciences, during the last century. An historical analysis of this interaction brings better understanding of current stakes about teacher training and developments of education faculties, especially as part of European degree courses' harmonization. That's why my thesis aims to retrace links between the educational sciences and academic teacher trainings in the first 20th century. To do it, I situate myself at the crossroads of at least four different domains of literature: the history of educational sciences (as part of the history of social sciences), the history of teacher training, the literature regarding the links between professional skills and scientific knowledge, and the general history of education in Swiss cantons. My questions are: does teacher training develop educational sciences, and vice versa does the academic field of educational sciences influence the content of teacher training? Can we see distinct dynamics between profession and discipline within three types of teacher training (primary, special and secondary)? Can we notice different configurations concerning this interaction between the four academic cantons in French speaking part of Switzerland (Geneva, Fribourg, Neuchâtel and Vaud)? As methodology, I examine some Swiss National Science Foundation's archives retracing history of educational sciences in Switzerland. The approach I use is social history of social (and educational) sciences, which consider sciences as social, discursive, material and cognitive practices. I will first write a monograph of each canton and at the same time set up series of similar documents from archives of all cantons. Then I will compare the monographs and the series and analyse similarities or differences between the configurations of the three types of teacher trainings in the four cantons.First results show that there are many links between the institutions for teacher education and the institutionalization of pedagogy or educational science(s) as an academic discipline. Both are established in each French speaking academic canton between the end of the 19th century and the first 20th century. However, the links between educational sciences and primary teacher training are quite different from those with secondary teacher training and from those with special teacher training. In this paper, I will present how these different configurations take place in the cantons and study the impacts on both educational sciences and teacher training.