The “universitisation” of architectural education began in 1968. The roll-out of the lecturer/ researcher status (Enseignant-chercheur – EC) created in 2018 across France’s national architecture schools (ENSA) raises questions today. Based on an analysis of numerical data, a mapping of EC profiles at ENSA schools informs the analysis of a set of interviews conducted with ENSA lecturer/researchers, facilitating an examination of their relationship with pedagogy and teacher training methods. It was found that, in the absence of formal teacher training, ENSA lecturer/researchers base their teaching on a (not necessarily inspirational) model that they were given as students or reach out to their peers. The highly specific teaching of the architectural project explains why existing higher education teacher training programmes are rarely used; the same is true of bibliographical resources, which are not well suited to this type of teaching. The relationship with pedagogy explored in this article highlights distinctive characteristics peculiar to the various profiles that make up the diverse group of ENSA lecturer/researchers.