In the dynamic landscape of French education, Vocational Education and Training (VET) plays a vital role, catering to approximately 630,000 students (MEN, 2023). Despite its significance, VET faces challenges, both in terms of student perceptions and teacher experiences. Teachers in VET experience a form of imposed orientation rather than a chosen one. A sense of disqualification, even a feeling of relegation, is also present among teachers involved in VET teaching (Jellab, 2017a ; Jellab, 2017b). This study explores the transformative potential of self-confrontation, rooted in ergonomics and work psychology, as a tool for professional development among VET teachers. Utilizing the theoretical framework of the Institut fran¸cais de l’´education (IFE), we focus on the psychological aspects of work and their enhancement through video self-confrontation (VSC) (IFE, 2023). VSC, a tool rooted in ergonomics and work psychology, enables individuals to reflect on their actions, fostering behavior change by providing objective access to one’s thinking (Greggio et al., 2008; Cicurel, 2016). Applied in a vocational high school setting, our longitudinal study employs successive stages of VSC to trigger individual thinking, collective elaboration, and rich institutional discussions, aiming to transform everyday work organization (Kloetzer, 2018). Data is collected from transcripts of VSC-sessions based on filmed interactions between a teacher and her students. The analysis focuses on elements significant to the teacher, exploring reflexive discourse during the self-confrontation. Results illustrate the benefits and limitations of self-confrontation as a tool for professional development, addressing key questions from the conference. This presentation delves into the purpose and value of innovation in teacher education, offering insights into effective strategies for introducing, maintaining, and sustainably embedding self-confrontation in teacher education. The findings contribute to the broader discussion on enhancing the professional development of VET teachers in the evolving landscape of education.