This paper explores new meanings attached to specific didactics, which are informed by information and communication technologies (ICTs) in teacher training. It analises the nature of specific didactics and their role in the Master Program in Science Education at the University of Grande Rio. It draws on empirical data gathered from dissertations produced during the first three years of this new master program and from interviews with former students. Results reveal that specific didactics are acquiring a new configuration and breaking with epistemological divisions instituted by the French tradition. They reveal new meanings applied to didactics as a field of knowledge, considering pedagogical and technological innovations that allow an interdisciplinary approach to thinking and doing.