This work aims at discussing practices and discourses of a science teacher educator, of broad experience and of great success, in initial and continuous teaching education. Our hypothesis is that, in addition to the knowledge and techniques, the elements which will sustain the teacher education process are found in the intersubjective relationship construed between the teacher educator and the group of teachers. Considering the unique aspects of the teacher educator in terms of conceiving and facing the educational task, we attempted to highlight the importance of this role, above all, in carrying out the process which focuses on educating and training reflexive teachers in their day-to-day practice. Our analysis applied some elements of the psychoanalysis in S. Freud and J. Lacan, who have revealed to us the potential in exploring aspects of subjective nature of the educational phenomena.