The initial training of language and literature teachers in Argentina represents a territory disputed by various disciplines. Under the argument of the nature of the object of teaching, the Language Sciences consider that initial training is within their competence, since knowledge about learning to teach is constructed in relation to the object of knowledge of the discipline. From the Educational Sciences, it is argued that specific disciplines do not have the capacity to address phenomena specific to the teaching-learning process that go beyond the content to be taught. This dissociation leads teacher training to the learning of denaturalized didactic situations that focus on the object of knowledge and not on the complexity of the set of relationships of the didactic triangle. We could consider both positions and agree with one or the other, depending on the place from which we position ourselves.

The reality of teaching practices in the initial training of Language and Literature teachers is no stranger to these tensions. Their presence and relevance continue to be questioned. This incomprehension is due to a hybrid historical construction between the theoretical and the practical, between the academic and the scholarly. Its eclectic theoretical references and its methodological syncretism allow us to think that the field of practices belongs neither to the Language Sciences nor to the Education Sciences, but that it belongs to itself as an autonomous disciplinary field that is built from the intersection of the interests of those disciplines.

This paper addresses the problem of the conformation of the field of didactics of teaching practices from a theoretical reflection. We are interested in the definition of the particularities of the didactic situation of teaching practices, its possible object of knowledge and its teaching method. Thinking about the existence of an autonomous disciplinary field would also allow us to direct our research towards the search for competent training models.