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En lien avec la question de la professionnalisation de l’enseignement, cet article presente une analyse de l’evolution historique et sociologique du savoir professionnel a la base de la formation des enseignants au Quebec et en Ontario a travers l’approche neoweberienne en sociologie des professions. A partir d’une recherche documentaire, nous concluons que dans les annees1950-1960 la mise en place d’un savoir rationnel theorique se realise de maniere differenciee, cette rationalisation etant basee sur une pedagogie scientifique au Quebec et sur l’education liberale en Ontario. Malgre l’arrivee d’une « rationalite pratique » dans les annees 1990 dans les deux provinces, les changements des annees subsequentes retiendront certaines conceptions des annees 1950-1960, celles-ci ayant une influence importante sur les structures actuelles de la formation.  THE EVOLUTION OF TEACHERS’ PROFESSIONAL KNOWLEDGE IN QUEBEC AND ONTARIO: A NEO-WEBERIAN SOCIOLOGICAL ANALYSIS  Related to the question of the professionalization of teaching, this article presents an analysis of the historical and sociological evolution of teachers’ professional knowledge in Quebec and Ontario through the Neo-Weberian approach in the sociology of professions. Employing a review of literature, we conclude that the implementation of theoretical rational knowledge in the years 1950-1960 is carried out in a differentiated manner, with this rationalization being based on a scientific pedagogy in Quebec and on liberal education in Ontario. Despite the arrival of a “practical rationality” in the 1990s in the two provinces, the changes of subsequent years retain certain conceptions from the 1950s and 1960s, which have had a major influence on the current structures of teacher education programs.

L’ÉVOLUTION DU SAVOIR PROFESSIONNEL DES ENSEIGNANTS AU QUÉBEC ET EN ONTARIO : UNE ANALYSE SOCIOLOGIQUE NÉOWÉBÉRIENNE