Cette page présente une veille informationnelle sur la formation pratique en enseignement depuis 2020. Les bases de données ERIC et ÉRUDIT sont utilisées et les ressources en langues française et anglaise sont retenues.
Dernière mise à jour: 15 octobre 2025
2025
Wu, L., Qiu, C.-a., & Ling, B. (2025). Collaborative emotion regulation and professional development of student language teachers in online teaching: A community of practice perspective [Article]. Teaching & Teacher Education, 158, N.PAG-N.PAG. https://doi.org/10.1016/j.tate.2025.104969
Turan, P., & Yiğitoğlu Aptoula, N. (2025). Managing intersubjectivity through screen-sharing in video-mediated reflective feedback sessions in pre-service language teacher education [Article]. System, 130, N.PAG-N.PAG. https://doi.org/10.1016/j.system.2025.103608
Otoni dos Santos, R. F., Mafra Pereira, F. C., & dos Santos Maculan, B. C. M. (2025). Content curation for libraries: experience report from the teaching internship in Library Science [Article]. Curadoria de conteúdo para bibliotecários: relato de experiência a partir do estágio docente em Biblioteconomia., 23, 1-15. https://doi.org/10.20396/rdbci.v23i00.8678087/en
Monfette, O., & Malo, A. (2025). Vers une compréhension commune des attentes en stages en enseignement par la coconstruction d’indicateurs de développement entre formateurs et formatrices de stagiaires. Canadian Journal of Education / Revue canadienne de l'éducation, 48(1), 288-321. https://doi.org/https://doi.org/10.53967/cje-rce.6901
Maulini, O., Bouchetal, T., Malo, A. & Van Nieuwenhoven, C. (2025). Guide pour la formation réflexive des enseignants: concevoir, conduire et développer des dispositifs professionnalisants. de Boeck.
Marsh, K. N., Eck, C. J., & Doss, W. (2025). Validation of the School-Based Agricultural Education Model of Support Instrument [Article]. Advancements in Agricultural Development, 6(1), 55-68. https://doi.org/10.37433/aad.v6i1.549
Mankki, V., Koski, J., Stenberg, K., & Poikkeus, A.-M. (2025). Teaching practicum research in Finland: a scoping review [Article]. Educational Review, 1-20. https://doi.org/10.1080/00131911.2025.2506794
Makoelle, T. M., & Burmistrova, V. (2025). Teacher education and inclusive education in Kazakhstan [Article]. International Journal of Inclusive Education, 29(4), 447-463. https://doi.org/10.1080/13603116.2021.1889048
Ho, W. W. Y., & Lau, Y. H. Y. (2025). Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model [Article]. Teaching & Teacher Education, 157, N.PAG-N.PAG. https://doi.org/10.1016/j.tate.2025.104947
Hart, K. C., Poznanski, B., & Cramer, E. D. (2025). Preparing Teacher Candidates in Classroom Management Prior to Entering the Teaching Profession [Article]. Journal of Emotional & Behavioral Disorders, 33(1), 3-16. https://doi.org/10.1177/10634266231209988
Green-Eneix, C. A. (2025). “ESL Students Can Look White!?”: A Case Study of (Re)Assembled Raciolinguistic Subjectivities and Filtered Ideologies [Article]. Urban Education, 1. https://doi.org/10.1177/00420859251331532
Fauziah, Widodo, H. P., Lestariyana, R. P. D., Qonnita, T. R., & Wardhana, D. E. C. (2025). A narrative inquiry into student teachers’ emotions in professional identity construction during the teaching practicum [Article]. Teachers & Teaching, 1-23. https://doi.org/10.1080/13540602.2025.2500041
Demir, B., & Özdemir, D. (2025). AI voice journaling for future language teachers: A path to well‐being through reflective practices [Article]. British Educational Research Journal, 1. https://doi.org/10.1002/berj.4174
Daud, A., Nguyen, M. H., & Chowdhury, R. (2025). Navigating Identity Tensions and Emotional Struggles: Indonesian Pre-service Teachers in the Teaching Practicum [Article]. Qualitative Report, 30(6), 3762-3783. https://doi.org/10.46743/2160-3715/2025.7226
Blondeau, M., Hanin, V., & Van Nieuwenhoven, C. (2025). Néopass Stages : un outil susceptible de générer et soutenir collectivement des transformations de l’activité de stagiaires instituteurs en formation initiale ? Phronesis, 14(4), 27-48. https://doi.org/https://doi.org/10.7202/1119623ar
Bapir, N. S. M. (2025). Barriers Faced by Pre-service Teacher Trainees in their Practicum Experience [Article]. Cihan University-Erbil Journal of Humanities & Social Sciences, 9(1), 143-151. https://doi.org/10.24086/cuejhss.vol9n1y2025.pp143-151
2024
Yuan, K., Yu, S., & Liu, S. (2024). Understanding student teachers’ learning from negative experiences of feedback during teaching practicum: A feedback literacy perspective [Article]. Language Teaching Research, 1. https://doi.org/10.1177/13621688241299030
Yin, H., Wang, C., & Liu, Z. (2024). Unleashing pre-service language teachers’ productivity with generative AI: Emotions, appraisal and coping strategies [Article]. Computers in Human Behavior, 161, N.PAG-N.PAG. https://doi.org/10.1016/j.chb.2024.108417
Van Nieuwenhoven, C., Malo, A. & Maulini, O. (2024). La place du terrain dans la formation initiale des enseignants. de Boeck.
Uştuk, Ö., & Yazan, B. (2024). Pedagogizing identity through perezhivanie: A longitudinal study of identity-oriented practicum in Türkiye [Article]. Teaching & Teacher Education, 146, N.PAG-N.PAG. https://doi.org/10.1016/j.tate.2024.104643
Trépanier, A., Bernier, A., Morin, É., & Therriault, G. (2024). Initier les stagiaires à l’éducation en contexte de changements climatiques : un parcours de formation pratique. Apprendre et enseigner aujourd’hui, 13(2), 71-75. https://doi.org/https://doi.org/10.7202/1111367ar
Tiainen, O., Lutovac, S., & Korkeamäki, R.-L. (2024). Rethinking approaches to reflection in initial teacher education [Article]. Educational Research, 66(3), 245-262. https://doi.org/10.1080/00131881.2024.2346088
Tiainen, O., & Lutovac, S. (2024). Examining peer group mentoring in teaching practicum and its impact on the process of pre-service teachers’ joint reflection [Article]. European Journal of Teacher Education, 47(4), 676-694. https://doi.org/10.1080/02619768.2022.2122807
Tembrevilla, G., Toma, M. J., & Milner-Bolotin, M. (2024). Enhancing STEM Education: Integrating Collaborative Technologies in Micro-Teaching for Pre-service Teachers [Article]. Proceedings of the ASEE Annual Conference & Exposition, 1-17.
Sun, L. (2024). Transforming pre-service EFL teacher education through critical cosmopolitan literacies: voices from Mainland China [Article]. Teaching in Higher Education, 29(2), 599-618. https://doi.org/10.1080/13562517.2021.2015753
Soh, S. B. (2024). A Critical Participatory (Action Research) adaptation in the Teaching English as a Second Language Practicum: developing individual and collective reflective practices towards equitable practices [Article]. Educational Action Research, 1-26. https://doi.org/10.1080/09650792.2024.2439980
Shin, J. (2024). A journey of collaborative inquiry: perspectives from preservice and cooperating music teachers in Korea [Article]. Music Education Research, 26(4), 443-453. https://doi.org/10.1080/14613808.2024.2347649
Rusznyak, L., & Österling, L. (2024). What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics [Article]. Teaching & Teacher Education, 151, N.PAG-N.PAG. https://doi.org/10.1016/j.tate.2024.104745
Philion, R., Dufour, F., Dubé, F., Vivegnis, I., & Paquin Forest, M. (2024). Point de vue de stagiaires en situation de handicap quant à leur expérience en stage en enseignement. Revue internationale de communication et socialisation, 11(1), 174-186. https://doi.org/10.7202/1112596ar
Pattison-Meek, J. (2024). The unsung heroes of practicum mentorship: Moving toward a triad model inclusive of student voice to support student teachers’ professional learning [Article]. Teaching & Teacher Education, 143, N.PAG-N.PAG. https://doi.org/10.1016/j.tate.2024.104553
Parr, G., Tinney, K., & Lagi, R. (2024). Fijian mentors’ experiences of an international teaching practicum for Australian pre-service teachers: Perceptions of a decolonising agenda [Article]. International Journal of Educational Research, 127, N.PAG-N.PAG. https://doi.org/10.1016/j.ijer.2024.102423
Orlova, N., & Kamenická, J. (2024). EMOTIONAL ODYSSEY: A JOURNEY THROUGH EFL PRE-SERVICE TEACHERS’ PRACTICUM EXPERIENCES [Article]. Journal of Education, Culture & Society, 15(2), 301-321. https://doi.org/10.15503/jecs2024.2.301.321
Opoku, E., Sang, G., Dzirasah, C., & Adams, F. (2024). Understanding Pre-Service Teachers’ Identity Formation During Practicum: A Survey Study in Ghana [Article]. Africa Education Review, 20(5), 26-42. https://doi.org/10.1080/18146627.2024.2402778
Nousheen, A., Zia, M. A., & Waseem, M. (2024). Exploring pre-service teachers’ self-efficacy, content knowledge, and pedagogical knowledge concerning education for sustainable development [Article]. Environmental Education Research, 30(3), 321-333. https://doi.org/10.1080/13504622.2022.2128055
Nguyen, H. T. M., Tran, A., & Grassick, L. (2024). Collaborative Peer Mentoring in a Practicum: An Innovative Strategy to Cope with Teaching Anxiety [Article]. RELC Journal, 1. https://doi.org/10.1177/00336882241302841
Nawab, A. (2024). Exploring the dilemmas and their influence on teacher identity development during practicum: Implications for initial teacher education [Article]. International Social Science Journal, 74(251), 53-68. https://doi.org/10.1111/issj.12441
Maurício, P., & Valente, B. (2024). Synergy between lesson study and content representation in a preservice teacher practicum [Article]. Teaching & Teacher Education, 142, N.PAG-N.PAG. https://doi.org/10.1016/j.tate.2024.104525
Leung, S. K. Y., Yip, R. O. W., & Li, J. W. (2024). Exploring preservice ECE teachers’ TPACK through digital storytelling during the pandemic [Article]. Early Child Development & Care, 194(9/10), 1041-1057. https://doi.org/10.1080/03004430.2024.2395381
Leroux, M., Kirouac, C., Goyette, N., & Malboeuf-Hurtubise, C. (2024). L’empreinte professionnelle : une activité d’écriture réflexive prospective pour accéder au processus de construction identitaire professionnelle de stagiaires en enseignement. Phronesis, 13(2), 65-82. https://doi.org/https://doi.org/10.7202/1109897ar
Ismail, H., Othman, A., Syed Mahmood, S. R., Ibrahim, H., & Ismail, N. A. (2024). International Islamic University Malaysia’s (IIUM) Islamic Education Teacher Trainees’ Self-Efficacy during Teaching Practicum [Article]. Intellectual Discourse, 32(1), 341-367. https://doi.org/10.31436/id.v32i1.2113
Gilbert, M.-C., & Boutet, M. (2024). Formation pratique en enseignement dans une perspective d’avenir viable : projet d’écodispositif. Formation et profession, 32(2), 1-18. https://doi.org/https://doi.org/10.18162/fp.2024.830
Gagné, A., & Morrissette, J. (2024). L’expérience vulnérabilisante de stagiaires en enseignement issues de l’immigration. Alterstice, 12(1), 95-106. https://doi.org/https://doi.org/10.7202/1112121ar
Forget-Dubois, N. (2024). Diversifier les stages de formation en enseignement pour répondre aux besoins différenciés des futures enseignantes et des futurs enseignants : le point de vue du Conseil supérieur de l’éducation. Apprendre et enseigner aujourd’hui, 13(2), 28-33. https://doi.org/https://doi.org/10.7202/1111359ar
Fan, J., Lu, X., & Zhang, Q. (2024). The Impact of Teacher and Peer Support on Preservice EFL Teachers’ Work Engagement in Their Teaching Practicum: The Mediating Role of Teacher L2 Grit and Language Teaching Enjoyment [Article]. Behavioral Sciences (2076-328X), 14(9), 785. https://doi.org/10.3390/bs14090785
Dufour, F., Philion, R., Dubé, F., & Vivegnis, I. (2024). L’accompagnement de stagiaires en situation de handicap par des enseignantes associées : besoins de formation, d’information et de soutien. Apprendre et enseigner aujourd’hui, 13(2), 34-37. https://doi.org/https://doi.org/10.7202/1111360ar
De Simone, S. (2024). Des médiations au coeur de la transmission du métier d’enseignant. Peter Lang International Academics Publishers.
Correa, E. & Gervais, C. (2024). L’accompagnement des stagiaires: l’argumentation réflexive au service du formateur. PUQ.
Chan, P. H., & Aubrey, S. (2024). Strengthening Teacher–Student Rapport Through the Practice of Guided Dialogue Journaling [Article]. RELC Journal, 55(1), 179-189. https://doi.org/10.1177/00336882211044874
Çelik, H., & Zehir Topkaya, E. (2024). Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum [Article]. Journal of Teacher Education, 75(1), 92-106. https://doi.org/10.1177/00224871231185369
Cartier, S., Berger, J-L. & Fagnant, A. (2024). Apprentissage autorégulé: formation, pratiques et conceptions des enseignants. Editions Alphil Presses universitaires suisses.
Canuto, P. P., Pagdawan, R., Choycawen, M., Lumecio, D., & Dupais, N. (2024). Pre-Service Teachers’ Experiences in Developing and Using Science Comics as Educational Materials for Elementary Science Education [Article]. Pakistan Journal of Life & Social Sciences, 22(2), 7165-7187. https://doi.org/10.57239/PJLSS-2024-22.2.00542
Béchard, N., Gouin, J.-A., & Desbiens, V. (2024). Le déploiement d’un dossier professionnel interactif : mieux évaluer la mobilisation des compétences professionnelles en stage. Apprendre et enseigner aujourd’hui, 13(2), 64-70. https://doi.org/https://doi.org/10.7202/1111366ar
Ataş, U., & Daloğlu, A. (2024). Exploring English language teacher educators’ professional development through collaborative partnership with pre-service teachers in supervised practicum [Article]. European Journal of Teacher Education, 1-18. https://doi.org/10.1080/02619768.2024.2380320
2023
Turan, P., & Yiğitoğlu Aptoula, N. (2023). Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations [Article]. Modern Language Journal (John Wiley & Sons, Inc.), 107(4), 1011-1034. https://doi.org/10.1111/modl.12886
Sjøen, M. M. (2023). From Global Competition to Intercultural Competence: What Teacher-Training Students with Cross-Cultural Teaching Experience Should be Learning [Article]. Scandinavian Journal of Educational Research, 67(1), 140-153. https://doi.org/10.1080/00313831.2021.1990121
Siu, T. S. C., Cooper, M., & McMullen, M. B. (2023). Country-specific narratives of the professional preparation of infant–toddler teachers in Hong Kong China, Aotearoa New Zealand and the USA [Article]. Early Years: Journal of International Research & Development, 43(3), 469-483. https://doi.org/10.1080/09575146.2023.2232948
Qin, B., Zhu, G., Cheng, C., Membiela, P., Mena, J., & Zhu, J. (2023). Leveraging third space amid Chinese and Spanish student teachers’ teaching practicums: a transformative learning perspective [Article]. Professional Development in Education, 49(4), 670-692. https://doi.org/10.1080/19415257.2021.1939101
Point, C. & Jeffrey, D. (2023). Former les futurs enseignants et enseignantes à l’éthique professionnelle: constats, attentes et perspectives. PUL.
Ploj Virtič, M., Du Plessis, A., & Šorgo, A. (2023). In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’ [Article]. European Journal of Teacher Education, 46(4), 688-706. https://doi.org/10.1080/02619768.2021.1957828
Monfette, O., & Malo, A. (2023). Articuler l’évaluation des stagiaires à une approche par compétences : portrait et constats tirés de l’analyse d’outils en formation initiale à l’enseignement au Québec. Formation et profession, 31(1), 1-16. https://doi.org/10.18162/fp.2023.785
Minott, M. A. (2023). Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module [Article]. Reflective Practice, 24(6), 721-735. https://doi.org/10.1080/14623943.2023.2246909
Maria Sá Martins, A., de Paula Santos, C. E., & Lopes Batista Júnior, J. R. (2023). IN THE THREAD OF (INTER)DISCOURSE: WEAVING IDENTITIES OF PORTUGUESE LANGUAGE TEACHERS [Article]. EN EL HILO DEL (INTER)DISCURSO: TEJIENDO IDENTIDADES DE PROFESORES/AS DE LENGUA PORTUGUESA., 20(3), 9102-9117. https://doi.org/10.5007/1984-8412.2023.e83695
Malo, A., & Monfette, O. (2023). Introduction au dossier : évaluation des stagiaires en enseignement : de l’introspection à la prospection. Formation et profession, 31(1), 1-3. https://doi.org/https://doi.org/10.18162/fp.2023.831
Mak, P., Yang, M., & Yuan, R. (2023). Fostering teacher competence through classroom-based research during field experiences [Article]. Journal of Education for Teaching, 49(5), 841-856. https://doi.org/10.1080/02607476.2022.2150963
Li, Y., & Walsh, S. (2023). Technology-enhanced Reflection and Teacher Development: A Student Teacher’s Journey [Article]. RELC Journal, 54(2), 356-375. https://doi.org/10.1177/00336882231161153
Li, Q., Xie, Z., & Zeng, G. (2023). The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers [Article]. SAGE Open, 13(1), 1-16. https://doi.org/10.1177/21582440221149005
Leroux, M., Andwandter Cuellar, N., Gélinas-Proulx, A., & Vivegnis, I. (2023). Improving student teaching to better integrate theory and practice. McGill Journal of Education / Revue des sciences de l'éducation de McGill, 58(2), 34-62. https://doi.org/10.26443/mje/rsem.v58i2.9961
Lepp, L., Leijen, À., Küüsvek, A., & Kalk, K. (2023). Teacher Education Students’ First-Time Experiences of Video-Recording Their Teaching and Analyzing it [Article]. SAGE Open, 13(2), 1-14. https://doi.org/10.1177/21582440231196746
Lepp, L., Leijen, Ä., Küüsvek, A., & Kalk, K. (2023). Teacher Education Students’ First-Time Experiences of Video-Recording Their Teaching and Analyzing it [Article]. SAGE Open, 13(3), 1-14. https://doi.org/10.1177/21582440231196746
Kakazu, K., & Kobayashi, M. (2023). Student teachers’ development through a first-time teaching practicum and challenges: a qualitative case study approach [Article]. Journal of Education for Teaching, 49(3), 401-415. https://doi.org/10.1080/02607476.2022.2104629
Gouin, J.-A., Wentzel, B., & Gasc, H. (2023). Processus de consultation auprès de formateurs de stagiaires en enseignement : réfléchir aux activités professionnelles essentielles de la profession en vue de l’évaluation des compétences. Formation et profession, 31(1), 1-19. https://doi.org/10.18162/fp.2023.795
Giner-Gomis, A., González-Fernández, R., Iglesias-Martínez, M. J., López-Gómez, E., & Lozano-Cabezas, I. (2023). Investigating the teaching practicum during COVID-19 through the lens of preservice teachers [Article]. Quality Assurance in Education: An International Perspective, 31(1), 74-90. https://doi.org/10.1108/QAE-03-2022-0062
Bélair, L., & Talbot, N. (2023). Guide d’évaluation des compétences au service du travail de supervision des stagiaires en enseignement : enjeux et défis. Formation et profession, 31(1), 1-14. https://doi.org/10.18162/fp.2023.788
Baki, M., & Arslan, S. (2023). Impact of lesson study on pre-service primary teachers’ mathematical pedagogical content knowledge [Article]. International Journal of Mathematical Education in Science & Technology, 54(10), 1994-2012. https://doi.org/10.1080/0020739X.2021.2022225
Amory, M. D., & Johnson, K. E. (2023). Provoking novice teacher development: Cognition-and-emotion in learning-to-teach [Article]. System, 117, N.PAG-N.PAG. https://doi.org/10.1016/j.system.2023.103112
Alias, N. H. H., Shahrill, M., Emran, A. B. a. H., Mosli, A. A. H., Ismail, N. F. H., Mashod, M. K. A. H. A., & Laidin, D. S. D. F. H. (2023). Graduate teacher candidates’ reflective experiences in developing learning activities for the teaching of mathematics [Article]. AIP Conference Proceedings, 2540(1), 1-7. https://doi.org/10.1063/5.0107399
A’Laudden, S. W. A. W., Hanafi, N. M., & Rahman, A. A. (2023). Central tendency effects using multi-facet Rasch measurement (MFRM) among raters in assessing teaching training [Article]. AIP Conference Proceedings, 2582(1), 1-8. https://doi.org/10.1063/5.0129067
2022
Zhu, G., & Chen, M. (2022). Positioning preservice teachers’ reflections and I-positions in the context of teaching practicum: A dialogical-self theory approach [Article]. Teaching & Teacher Education, 117, N.PAG-N.PAG. https://doi.org/10.1016/j.tate.2022.103734
Windsor, S., Kriewaldt, J., Nash, M., Lilja, A., & Thornton, J. (2022). Developing teachers: adopting observation tools that suspend judgement to stimulate evidence-informed dialogue during the teaching practicum to enrich teacher professional development [Article]. Professional Development in Education, 48(4), 642-656. https://doi.org/10.1080/19415257.2020.1712452
Wang, Z., Yuan, R., & Liao, W. (2022). Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum [Article]. Teachers & Teaching, 28(8), 1000-1020. https://doi.org/10.1080/13540602.2022.2137139
Vivegnis, I., Beaulieu, J., Leroux, M., Sakina, R., Vincent, F., & Boutonnet, V. (2022). Exploration des liens théorie-pratique établis par des stagiaires en enseignement dans des incidents critiques : vers une catégorisation des sources et des types de savoirs mobilisés. Formation et profession, 30(3), 1-21. https://doi.org/https://doi.org/10.18162/fp.2022.720
van Kessel, C., Jacobs, N., Catena, F., & Edmondson, K. (2022). Responding to Worldview Threats in the Classroom: An Exploratory Study of Preservice Teachers [Article]. Journal of Teacher Education, 73(1), 97-109. https://doi.org/10.1177/00224871211051991
Vacher, Y. (2022). Construire une pratique réflexive: comprendre et agir. de Boeck.
Uddin, M. M., & Smith, B. (2022). East Tennessee Noyce STEM Teacher Preparation Program [Article]. Proceedings of the ASEE Annual Conference & Exposition, 1-13.
Rieker, J. (2022). Escaping the ‘Mimicking Circle’ in the Teaching Practicum: The Role of Imitation in Promoting Language Teacher Identity Development [Article]. Language & Sociocultural Theory, 9(1), 69-90. https://doi.org/10.1558/lst.21966
Pellikka, A., Lutovac, S., & Kaasila, R. (2022). The change in pre-service primary teachers’ possible selves in relation to science teaching [Article]. European Journal of Teacher Education, 45(1), 43-59. https://doi.org/10.1080/02619768.2020.1803270
Nikoçeviq-Kurti, E. (2022). Identifying the Gaps: Re-imagining Teaching Practicum for Elementary Preservice Teachers [Article]. International Conference on New Achievements in Science, Technology & Arts (ICNA-STA), 27-27.
Moukaddam, D. (2022). L’émergence de l’identité professionnelle dans la formation enseignante. Éditions L’Harmattan.
Monney, N., & Veve, A. (2022). L’accompagnement des enseignants pour développer la compétence à évaluer chez les stagiaires : quelles formes, quelles logiques ? Formation et profession, 30(3), 1-13. https://doi.org/https://doi.org/10.18162/fp.2022.728
Minott, M. (2022). Thought piece: to what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study? [Article]. Reflective Practice, 23(1), 81-87. https://doi.org/10.1080/14623943.2021.1982687
Michos, K., Cantieni, A., Schmid, R., Müller, L., & Petko, D. (2022). Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio app [Article]. Teaching & Teacher Education, 109, N.PAG-N.PAG. https://doi.org/10.1016/j.tate.2021.103570
Iwasa, Y., Hihara, S., Umemura, T., Tazume, H., & Sugimura, K. (2022). Identity Formation and School Experience among University Students in A Teacher Training Program: A Four-Wave Longitudinal Study during the Teaching Practicum [Article]. Identity, 22(3), 183-197. https://doi.org/10.1080/15283488.2021.1954520
Hobjilă, A. (2022). Teaching practicum in a pandemic context – challenges and solutions in the opinion of pre-service Romanian teachers [Article]. Journal of Educational Sciences & Psychology, 12(2), 34-39. https://doi.org/10.51865/JESP.2022.2.05
Henrique Rodrigues, P., de Costa Trindade Cyrino, M. C., & Margarida Oliveira, H. (2022). The search for the sense of agency in vulnerable situations in mathematics teachers’ initial education [Article]. Mathematics Enthusiast, 19(1), 158-186. https://doi.org/10.54870/1551-3440.1548
Gilbert, M.-C., & Boutet, M. (2022). Éducation pour un avenir viable et formation pratique en enseignement : vers un écodispositif d’intégration. Éducation relative à l'environnement, 17(2). https://id.erudit.org/iderudit/1113420ar
Choi, L. J., & Park, M. Y. (2022). Teaching Practicum During COVID-19: Pre-Service English Language Teachers’ Professional Identities and Motivation [Article]. SAGE Open, 12(3), 1-9. https://doi.org/10.1177/21582440221119472
Auni, L., Zulfikar, T., Akmal, S., Alfiatunnur, & Dina, F. (2022). International Teaching Internship: Development of Pre-Service Teachers’ Competences [Article]. Qualitative Report, 27(12), 2761-2779. https://doi.org/10.46743/2160-3715/2022.5457
Araujo-Oliviera, A. & Tremblay-Wragg, E. (2022). Des pratiques inspirantes au coeur de la formation à l’enseignement. PUQ.
Alrashidi, O. (2022). Sources of Foreign Language Teaching Anxiety Among Saudi Preservice English Teachers: A Qualitative Inquiry [Article]. SAGE Open, 12(3), 1-9. https://doi.org/10.1177/21582440221119486
2021
Zilka, G. C. (2021). Advantages and disadvantages of regularly using a laptop computer in class, in primary and secondary schools and in higher education from the point of view of preservice teachers [Article]. International Journal of Information & Learning Technology, 38(4), 364-380. https://doi.org/10.1108/IJILT-02-2021-0041
Yan, C., & He, C. (2021). ‘Seeing is believing, but not necessarily perceiving!’: Chinese EFL M.E.d. student teachers’ perceptions of school visit experiences [Article]. Journal of Education for Teaching, 47(1), 47-59. https://doi.org/10.1080/02607476.2020.1846991
Xie, Q., & Cui, Y. (2021). Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters [Article]. Studies in Educational Evaluation, 70, N.PAG-N.PAG. https://doi.org/10.1016/j.stueduc.2021.101019
Waber, J., Hagenauer, G., Hascher, T., & de Zordo, L. (2021). Emotions in social interactions in pre-service teachers’ team practica [Article]. Teachers & Teaching, 27(6), 520-541. https://doi.org/10.1080/13540602.2021.1977271
Scheepers, C. (2021). Former à l’écrit, former par l’écrit dans l’enseignement supérieur. de Boeck.
Rupp, D., & Becker, E. S. (2021). Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum [Article]. Teaching & Teacher Education, 99, N.PAG-N.PAG. https://doi.org/10.1016/j.tate.2020.103252
Rugambuka, I. B., & Nzilano, J. L. (2021). Feedback Preferences of University Student-Teachers from Supervisors and their Rationale in Teaching Practicum [Article]. Journal of Education, Humanities & Sciences (JEHS), 10(6), 74-88.
Roy, A., Portelance, L., Dufresne, M., & Simard, A. (2021). L’apport d’une communauté de pratique au développement professionnel de superviseurs de stage en enseignement. Phronesis, 10(1), 93-108. https://doi.org/https://doi.org/10.7202/1076184ar
Roy, A., Portelance, L., Dufresne, M., & Simard, A. (2021). L’apport d’une communauté de pratique au développement professionnel de superviseurs de stage en enseignement [Article]. The contribution of a community of practice to the Professional development of teaching internship supervisors., 10(1), 93-108. https://doi.org/10.7202/1076184ar
Petit, M. (2021). Accompagner les stagiaires en enseignement à l’aide du numérique. Éditions JFD.
Maulini, O., Desjardins, J., Guilbert, P. & Van Nieuwenhoven, C. (2021). La formation buissonnière des enseignants. de Boeck.
Kaur, A., Kabilan, M. K., & Ismail, H. N. (2021). The Role of Support System: A Phenomenological Study of Pre-Service Teachers’ International Teaching Practicum [Article]. Qualitative Report, 26(7), 2297-2317. https://doi.org/10.46743/2160-3715/2021.4817
Hojeij, Z., & Baroudi, S. (2021). Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19: Designing a Framework to Inform the Practice [Article]. International Journal of Distance Education Technologies, 19(3), 1-19. https://doi.org/10.4018/IJDET.2021070102
Hendriwanto. (2021). A reflective teaching practicum as a platform for stimulating pre-service teachers’ professional development [Article]. Journal of Education for Teaching, 47(4), 624-626. https://doi.org/10.1080/02607476.2021.1941812
Gaudreau, N., Trépanier, N. & Daigle, S. (2021). Le développement professionnel en milieu éducatif: des pratiques favorisant la réussite et le bien-être. PUQ.
Gagné, A., & Petit, M. (2021). Caractéristiques d’un dispositif hybride de formation continue pour les accompagnateurs d’enseignants stagiaires en enseignement professionnel. Revue internationale des technologies en pédagogie universitaire / International Journal of Technologies in Higher Education, 18(3), 39-52. https://doi.org/https://doi.org/10.18162/ritpu-2021-v18n3-03
Clark, K. R. (2021). Giving a Listening Ear: Male Student Teachers’ Experiences and Perspectives of Practicum Supervision [Article]. Qualitative Report, 26(6), 1705-1723. https://doi.org/10.46743/2160-3715/2021.4572
Buenting Gritton, C., & Lee, L. (2021). Master of it all? Survey of North American Master’s Programs in Anatomical Sciences [Article]. FASEB Journal, 35, N.PAG-N.PAG. https://doi.org/10.1096/fasebj.2021.35.S1.02184
Bueno-Alastuey, M. C., & Villarreal, I. (2021). Pre-service teachers’ perceptions and training contributions towards ICT use [Article]. Percepciones y enseñanza del uso de TIC por maestros en formación., 41, 107-129. https://doi.org/10.15581/004.41.002
Boutin, G. & Dufour, F. (2021). Aider le nouvel enseignant à réussir son insertion professionnelle. PUQ.
Bardach, L., Klassen, R. M., Durksen, T. L., Rushby, J. V., Bostwick, K. C. P., & Sheridan, L. (2021). The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers [Article]. Computers & Education, 169, N.PAG-N.PAG. https://doi.org/10.1016/j.compedu.2021.104194
Altalhab, S., Alsuhaibani, Y., & Gillies, D. (2021). The reflective diary experiences of EFL pre-service teachers [Article]. Reflective Practice, 22(2), 173-186. https://doi.org/10.1080/14623943.2020.1865903
2020
Zhu, G., Mena, J., & Johnson, C. (2020). Chinese student teachers’ teaching practicum experiences: Insights from transformative learning, third space, and dialogical-self theory [Article]. International Journal of Educational Research, 103, N.PAG-N.PAG. https://doi.org/10.1016/j.ijer.2020.101638
Zhu, G., Iglesia, P. M., & Wang, K. (2020). Examining Chinese and Spanish preservice teachers’ practicum teaching experiences: a transformative learning perspective [Article]. Journal of Education for Teaching, 46(1), 124-128. https://doi.org/10.1080/02607476.2019.1708623
Yung, K. W.-H. (2020). Becoming a teacher educator through being a student teacher: an autoethnography in the practicum [Article]. Journal of Education for Teaching, 46(2), 248-250. https://doi.org/10.1080/02607476.2020.1724655
Ulum, Ö. G. (2020). PRE-SERVICE ENGLISH TEACHERS’ NARRATIVE IDENTITY [Article]. Journal of Education, Culture & Society, 11(1), 92-101. https://doi.org/10.15503/jecs2020.1.92.101
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Salles El Kadri, M. (2020). Teachers’ learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue} [Article]. Aprendizaje de profesores en la escuela: desarrollando la capacidad pedagógica para el diseño del currículo escolar por el (co-ensino| diálogo cogerativo). 42, 1-13. https://doi.org/10.4025/actascieduc.v42i1.44870
Popova, M. I., & Ikonnikova, A. N. (2020). School-University Partnership as a Tool for Professional Development of a Novice Teacher [Article]. ARPHA Proceedings, 1999-2015. https://doi.org/10.3897/ap.2.e1999
Ponzio, C. M. (2020). (Re)Imagining a translingual self: Shifting one monolingual teacher candidate’s language lens [Article]. Linguistics & Education, 60, N.PAG-N.PAG. https://doi.org/10.1016/j.linged.2020.100866
Pelletier, J.-P. (2020). Mise au point d’exercices visant le développement d’habiletés interactives chez des stagiaires en enseignement. McGill Journal of Education / Revue des sciences de l'éducation de McGill, 55(2), 397-416. https://doi.org/10.7202/1077974ar
Paulino Teixeira Lopes, M. A. (2020). Constitution de l’auteurité et de l’identité dans des projets d’enseignement d’étudiants de lettres en situation de stage de formation [Article]. Constructing authorship and identity in didactic projects by Language undergraduates during teaching internship., 18(2), 291-306. https://doi.org/10.4013/cld.2020.182.03
Macías Villegas, D. F., Hernández Varona, W., & Gutiérrez Sánchez, A. (2020). Student teachers’ identity construction: A socially-constructed narrative in a second language teacher education program [Article]. Teaching & Teacher Education, 91, N.PAG-N.PAG. https://doi.org/10.1016/j.tate.2020.103055
Maaranen, K., & Stenberg, K. (2020). Making beliefs explicit – student teachers’ identity development through personal practical theories [Article]. Journal of Education for Teaching, 46(3), 336-350. https://doi.org/10.1080/02607476.2020.1749994
Lilach, M. (2020). [Not] speaking truth to power: Ethical dilemmas of teacher candidates during practicum [Article]. Teaching & Teacher Education, 89, N.PAG-N.PAG. https://doi.org/10.1016/j.tate.2019.103002
Jin, A., Parr, G., & Hui, L. (2020). ‘The sun is far away, but there must be the sun’: Chinese students’ experiences of an international teaching practicum in China [Article]. Educational Research, 62(4), 474-491. https://doi.org/10.1080/00131881.2020.1826340
Jin, A., Parr, G., & Cooley, D. (2020). An Australian international teaching practicum in China: exploring multiple perspectives [Article]. Australian Educational Researcher (Springer Science & Business Media B.V.), 47(2), 263-281. https://doi.org/10.1007/s13384-019-00343-1
Jin, A., Foley, A., & Cooley, D. (2020). Participant Chinese teacher and student perceptions of an international teaching practicum with Australian pre-service teachers [Article]. Intercultural Education, 31(6), 607-622. https://doi.org/10.1080/14675986.2020.1783796
Hara, M. (2020). « I Never Would Have Noticed It Before »: The Possibilities of Critical Discussion Groups for Teacher Candidate Policy Engagement [Article]. Education & Urban Society, 52(3), 343-364. https://doi.org/10.1177/0013124519846278
Guner, P., & Akyuz, D. (2020). Noticing Student Mathematical Thinking Within the Context of Lesson Study [Article]. Journal of Teacher Education, 71(5), 568-583. https://doi.org/10.1177/0022487119892964
Forget, M.-H. (2020). Sur quels savoirs des stagiaires en enseignement du français au secondaire appuient-ils leurs choix didactiques? Formation et profession, 28(2), 35-50. https://doi.org/10.18162/fp.2020.542
Fabre, M. & Paul, M-C. (2020). La démarche d’accompagnement: repères méthodologiques et ressources théoriques. de Boeck.
du Plessis, E. (2020). Student teachers’ perceptions, experiences, and challenges regarding learner-centred teaching [Article]. South African Journal of Education, 40(1), 1-10. https://doi.org/10.15700/saje.v40n1a1631
Dalaman, O., Can, S., AkÇA, B., & Durukan, E. (2020). IDENTIFYING THE VIEWS OF THE SPORTS SCIENCE FACULTY STUDENTS TAKING PEDAGOGICAL FORMATION EDUCATION ABOUT TEACHING PRACTICUM COURSE REGARDING SEVERAL VARIABLES [Article]. PEDAGOJİK FORMASYON EĞİTİMİ ALAN SPOR BİLİMLERİ FAKÜLTESİ ÖĞRENCİLERİNİN ÖĞRETMENLİK UYGULAMASI DERSİNE İLİŞKİN GÖRÜŞLERİNİN DEĞİŞİK FAKTÖRLER AÇISINDAN BELİRLENMESİ., 11(39), 278-297. https://doi.org/10.35826/ijoess.2547
Costache, O., Becker, E., Staub, F., & Mainhard, T. (2020). Erratum to « using uncertainty as a learning opportunity during pre-lesson conferences in the teaching practicum » [Teaching and teacher education 86 (November 2019) 102890] [Correction Notice]. Teaching & Teacher Education, 89, N.PAG-N.PAG. https://doi.org/10.1016/j.tate.2019.103003