Abstract
This paper is built on the idea that ensuring pedagogical continuity is an unprecedented professional situation within a particularly anxiety- inducing context. It questions different strategies for rethinking the subject caught in different networks of tension due to the lockdowns and the injunction to maintain pedagogical continuity. It presents three clinical analyses of didactic situations developed on the basis of the writing up of stories recounting teaching practices by teachers from the kindergarten level to university. The researchers describe and try to understand how the three teachers lived their singular situation during the Spring 2020 lock-down. Writing enabled them to reveal what they had lived, perceived and felt during that period. The stories that thus emerge are differed in time relating to the episode recalled. This post facto revision led the teachers to reinterpret their “relations to” and reawakened certain traumatisms: abandonment, subjection, suffering…