نبذة مختصرة : The notion of training makes it possible to study craft or commercial apprenticeship among the educational mechanisms that build professional skills. The assumed anachronism of this contemporary problematic aims to allow the comparison of the case studies gathered in this dossier, by highlighting issues that cross the specificities of very different historical contexts in medieval and modern Europe, from 13th century Italy to 18th century France. The transmission of formal and informal knowledge is sometimes masked by social, economic or political issues, both in the sources and in historiography. The transposition of notions used by Anglophone historiography (learning, training), the sociology of professions, and the ethnology of techniques makes it possible to show the discrepancies between the legal and institutional mechanisms (apprenticeship, allouage, tutelage, schools, universities, academies, etc.) on the one hand, and the practical processes of formal and informal training on the other. The latter extend beyond youth, teacher-pupil relations and manual activities to include professional life, informal relationships in families or workplaces, and scholarly environments that are supposed to escape the contingencies of work. The notion of profession shows its relevance in bringing together processes affecting past activities, conceived differently at the time, but whose formation can be described with similar approaches. Despite the discretion of the actors on the subject, the content of the knowledge, know-how and interpersonal skills that participate in professionalization can then be researched, revealing new continuities and discontinuities according to place, time and profession
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