This study is set out in order to understand the didactic conceptions and practices that define the teaching carried out by novice EFL teachers in Beninese public secondary schools. In this line, Thirty novice EFL teachers who graduated in from the BAPES programme in 2017-2018 were contacted with an effective participant rate of 83,33%. Interviews and class observations were adopted for data collection. Field work for data collection was carried out in December 2019-January 2020 and in March-April 2020. Due to the outburst of the coronavirus pandemics and related constraints, interviews were done through WhatsApp audio and video calls. The data from the interviews and observations were correlated through various repeated readings and categorizations. The analysis of the data colleceted revealed that the contribution of didactic-pedagogical knowledge to teacher training resides at the intersection between academic training and practical training. Teaching is a situated action, theorized and mobilizing knowledge of a different nature. Therefore, a training centered on more academic than practical assumptions is unlikely to favor the future teacher knowing not only what to do to teach, but the pedagogical reasons that underlie this doing.