In this paper we propose to address the problematic of the evolution of the didactic repertoire (Cicurel, 2016) during the teaching training in the initial training of teachers in language. Through the case study (Stake, 1999), we interpret the discursive traces of the teaching-learning process found in the guiones conjeturales and in the autorregistros, training devices, of a student of the language teaching of the University of Buenos Aires, Argentine. Our analysis data are written documents collected from the Virtual Campus of the Chair of Special Didactics and Teaching Practices. Due to the discursive and dialogical nature of the data, the methodology employed is constructed from the interpretive-hermeneutical analysis of the discourse-in-interaction and the discourse of action. Through the alternation of inductive and deductive postures we try to get evidence that allows us to respond to our problematic of interest: why and how the didactic repertoire of students in training evolves during their professional practices? The results obtained show us that the use of certain discursive strategies allows us to create significant situations that potentiate learning and produce a cognitive mobilization in the intern that motivates the evolution of the didactic repertoire.