Nearly 17 years after the arrival of the standard Teacher training - Orientations - Professional skills (Quebec Ministry of Education, 2001), several challenges remain in the practical training of future Québec teachers. As part of a research with trainee high school teacher trainers, a community of practice has been established (Wenger, 2005). Seven trainee trainers participated in collaborative research (Desgagné, 1997). During the process of co-location, discussions between trainee trainers surrounding the meaning-in-action negotiation were analyzed (Wenger, 2005). The results present the areas of convergence as well as the zones of divergence between them. The contribution of scientific texts provided to the trainers will also be discussed: were they a lever for the negotiation of meaning?