This article attempts to show how the tradition of analyzing work ergonomically provides a framework for participatory research aimed at transformation. The idea is illustrated through an intervention with teacher educators. This research, done in collaboration with the educators, was marked by movement. Initially, the purpose was to transform this group’s training practices. However, as it went along, the intervention benefited from the wealth of the work group’s expertise. The final purpose was therefore to make this collective experience explicit and recognized so that it could be used in work organization. It also led the researchers and educators to question themselves about the “words of the profession” in order to make the professional training experience transmissible. At the same time we were able to make suggestions about methodology and intervention concepts.