The study examines the Initial Teacher Training Reform policy genesis period (roughly 10 years) in french-speaking Belgium, through the theoretical lens of translation (Callon, 1986): problematization, interessement, enrolment and mobilization. On the one hand, the reform involves many different educational institutions with their own histories, backgrounds, missions and teaching professionals. We mainly focus on four types of institutional groups of actors, which are 1) Universities, 2) Higher Education Teacher Training Colleges, 3) the Higher Education Ministry and 4) an interinstitutional representative higher education organization (ARES ). We ask the following questions: who “thinks” the reform, who “promotes” these ideas, who becomes enrolled concretely and in what way, and how do these ideas translate into political and administrative terms? In this sense, we are interested in mapping a policy movement. To this purpose, translation is particularly suited, as it entails how ideas move, how interests change, how roles are identified, how they are shifted and transported and are mobilizing yet other actors to create a network (Callon, 1986, Ball and Juneman, 2009). What kind of devices (boundary objects, Star and Griesemer, 1989) are created during this process and how do they contribute to the movement? ; Teacher Training Reform in French-speaking Belgium