The transmission of knowledge in initial vocational training: Analysis of teacher activity in agricultural colleges. This article presents an analysis of the activity of teachers involved in the transmission of agricultural technical knowledge. The particularity of this study is that it describes, from the theoretical and methodological framework of the course of action, the in situ activity of teachers involved in college farms. The results highlight not only the invariants of the teachers' work but also the specificities of agricultural technical education due to the highly conflicting nature of these training situations at the intersection of school and workplace. Stable and regular organizations of activity were identified in and between the teachers' courses of action. These results suggest avenues for more in-depth investigation in relation to the professionalization of teachers' training.