{"id":1288,"date":"2025-10-15T14:58:12","date_gmt":"2025-10-15T14:58:12","guid":{"rendered":"https:\/\/www.uqac.ca\/stages2\/?page_id=1288"},"modified":"2026-01-12T21:07:30","modified_gmt":"2026-01-12T21:07:30","slug":"veille-informationnelle","status":"publish","type":"page","link":"https:\/\/www.uqac.ca\/stages-ens\/veille-informationnelle\/","title":{"rendered":"Veille informationnelle"},"content":{"rendered":"

Cette page pr\u00e9sente une veille informationnelle sur la formation pratique en enseignement depuis 2020. Les bases de donn\u00e9es ERIC et \u00c9RUDIT sont utilis\u00e9es et les ressources en langues fran\u00e7aise et anglaise sont retenues.<\/p>\n

Derni\u00e8re mise \u00e0 jour: 12 janvier 2026<\/p>\n

 <\/p>\n

2025<\/strong><\/p>\n

Zhang, Q., & Liu, J. (2025). Can we [not] challenge power? Ethical dilemmas experienced by teacher candidates in secondary education practicum in urban China. Asia-Pacific Journal of Teacher Education<\/i>, 53<\/i>(5), 558-579. https:\/\/doi.org\/10.1080\/1359866X.2025.2562581\u00a0<\/span><\/p>\n

Utami, A. D., Rufiana, I. S., Suwarman, R. F., Listiawan, T., & Ningseh, S. A. (2025). CASEL framework: Analysis of mathematics students’ social and emotional competence in the pre-service teacher education program. AIP Conference Proceedings<\/i>, 3446<\/i>(1), 1-8. https:\/\/doi.org\/10.1063\/5.0308747\u00a0<\/span><\/p>\n

Soh, S. B. (2025). A Critical Participatory (Action Research) adaptation in the Teaching English as a Second Language Practicum: developing individual and collective reflective practices towards equitable practices. Educational Action Research<\/i>, 33<\/i>(5), 826-851. https:\/\/doi.org\/10.1080\/09650792.2024.2439980\u00a0<\/span><\/p>\n

Purwasih, D., Zakwandi, R., Wilujeng, I., Wiyarsi, A., Matakupan, S. J., & Wiradika, I. N. I. (2025). From Training to Teaching: How Effective Are Teaching Practicum Program in Preparing Professional Teachers? Education & Urban Society<\/i>, 57<\/i>(9), 974-1001. https:\/\/doi.org\/10.1177\/00131245251361116\u00a0<\/span><\/p>\n

Nguyen, H. T. M., Tran, A., & Grassick, L. (2025). Collaborative Peer Mentoring in a Practicum: An Innovative Strategy to Cope with Teaching Anxiety. RELC Journal<\/i>, 56<\/i>(3), 723-737. https:\/\/doi.org\/10.1177\/00336882241302841\u00a0<\/span><\/p>\n

Moreno, M., Santonja, P., & Llinares, S. (2025). Levels of articulation in prospective mathematics teacher noticing. Educational Studies in Mathematics<\/i>, 1-21. https:\/\/doi.org\/10.1007\/s10649-025-10442-9\u00a0<\/span><\/p>\n

Kyaruzi, F. (2025). Teacher trainees\u2019 experience of mentorship during teaching practicum in Tanzania: lessons and prospects. Mentoring & Tutoring: Partnership in Learning<\/i>, 1-21. https:\/\/doi.org\/10.1080\/13611267.2025.2595939\u00a0<\/span><\/p>\n

G\u00fcler, Y., & Tuncel, S. (2025). Professional identity of pre-service physical education and sports teachers and the role of mentor teachers. Sport, Education & Society<\/i>, 1-15. https:\/\/doi.org\/10.1080\/13573322.2025.2585027\u00a0<\/span><\/p>\n

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<\/i>, 158<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.tate.2025.104969<\/a>\u00a0<\/span><\/p>\n

Turan, P., & Yi\u011fito\u011flu Aptoula, N. (2025). Managing intersubjectivity through screen-sharing in video-mediated reflective feedback sessions in pre-service language teacher education [Article]. System<\/i>, 130<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.system.2025.103608\u00a0<\/span><\/a><\/p>\n

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 conte\u00fado para bibliotec\u00e1rios: relato de experi\u00eancia a partir do est\u00e1gio docente em Biblioteconomia.<\/i>, 23<\/i>, 1-15. https:\/\/doi.org\/10.20396\/rdbci.v23i00.8678087\/en<\/a>\u00a0<\/span><\/p>\n

Monfette, O., & Malo, A. (2025). Vers une compr\u00e9hension commune des attentes en stages en enseignement par la coconstruction d\u2019indicateurs de d\u00e9veloppement entre formateurs et formatrices de stagiaires. Canadian Journal of Education \/ Revue canadienne de l&#x27;\u00e9ducation<\/i>, 48<\/i>(1), 288-321. https:\/\/doi.org\/https:\/\/doi.org\/10.53967\/cje-rce.6901\u00a0<\/span><\/a><\/p>\n

Maulini, O., Bouchetal, T., Malo, A. & Van Nieuwenhoven, C. (2025). Guide pour la formation r\u00e9flexive des enseignants: concevoir, conduire et d\u00e9velopper des dispositifs professionnalisants<\/em>. de Boeck.<\/p>\n

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<\/i>, 6<\/i>(1), 55-68. https:\/\/doi.org\/10.37433\/aad.v6i1.549\u00a0<\/span><\/a><\/p>\n

Mankki, V., Koski, J., Stenberg, K., & Poikkeus, A.-M. (2025). Teaching practicum research in Finland: a scoping review [Article]. Educational Review<\/i>, 1-20. https:\/\/doi.org\/10.1080\/00131911.2025.2506794\u00a0<\/span><\/a><\/p>\n

Makoelle, T. M., & Burmistrova, V. (2025). Teacher education and inclusive education in Kazakhstan [Article]. International Journal of Inclusive Education<\/i>, 29<\/i>(4), 447-463. https:\/\/doi.org\/10.1080\/13603116.2021.1889048\u00a0<\/span><\/a><\/p>\n

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<\/i>, 157<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.tate.2025.104947\u00a0<\/span><\/a><\/p>\n

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<\/i>, 33<\/i>(1), 3-16. https:\/\/doi.org\/10.1177\/10634266231209988\u00a0<\/span><\/a><\/p>\n

Green-Eneix, C. A. (2025). \u201cESL Students Can Look White!?\u201d: A Case Study of (Re)Assembled Raciolinguistic Subjectivities and Filtered Ideologies [Article]. Urban Education<\/i>, 1. https:\/\/doi.org\/10.1177\/00420859251331532\u00a0<\/span><\/p>\n

Fauziah, Widodo, H. P., Lestariyana, R. P. D., Qonnita, T. R., & Wardhana, D. E. C. (2025). A narrative inquiry into student teachers\u2019 emotions in professional identity construction during the teaching practicum [Article]. Teachers & Teaching<\/i>, 1-23. https:\/\/doi.org\/10.1080\/13540602.2025.2500041\u00a0<\/span><\/a><\/p>\n

Demir, B., & \u00d6zdemir, D. (2025). AI voice journaling for future language teachers: A path to well\u2010being through reflective practices [Article]. British Educational Research Journal<\/i>, 1. https:\/\/doi.org\/10.1002\/berj.4174\u00a0<\/span><\/a><\/p>\n

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<\/i>, 30<\/i>(6), 3762-3783. https:\/\/doi.org\/10.46743\/2160-3715\/2025.7226\u00a0<\/span><\/a><\/p>\n

Blondeau, M., Hanin, V., & Van Nieuwenhoven, C. (2025). N\u00e9opass Stages\u00a0: un outil susceptible de g\u00e9n\u00e9rer et soutenir collectivement des transformations de l\u2019activit\u00e9 de stagiaires instituteurs en formation initiale\u00a0? Phronesis<\/i>, 14<\/i>(4), 27-48. https:\/\/doi.org\/https:\/\/doi.org\/10.7202\/1119623ar\u00a0<\/span><\/a><\/p>\n

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<\/i>, 9<\/i>(1), 143-151. https:\/\/doi.org\/10.24086\/cuejhss.vol9n1y2025.pp143-151<\/a><\/p>\n

 <\/p>\n

2024<\/strong><\/p>\n

Yuan, K., Yu, S., & Liu, S. (2024). Understanding student teachers\u2019 learning from negative experiences of feedback during teaching practicum: A feedback literacy perspective [Article]. Language Teaching Research<\/i>, 1. https:\/\/doi.org\/10.1177\/13621688241299030\u00a0<\/span><\/a><\/p>\n

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<\/i>, 161<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.chb.2024.108417\u00a0<\/span><\/a><\/p>\n

Van Nieuwenhoven, C., Malo, A. & Maulini, O. (2024). La place du terrain dans la formation initiale des enseignants<\/em>. de Boeck.<\/p>\n

U\u015ftuk, \u00d6., & Yazan, B. (2024). Pedagogizing identity through perezhivanie: A longitudinal study of identity-oriented practicum in T\u00fcrkiye [Article]. Teaching & Teacher Education<\/i>, 146<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.tate.2024.104643\u00a0<\/span><\/p>\n

Tr\u00e9panier, A., Bernier, A., Morin, \u00c9., & Therriault, G. (2024). Initier les stagiaires \u00e0 l\u2019\u00e9ducation en contexte de changements climatiques\u00a0: un parcours de formation pratique. Apprendre et enseigner aujourd\u2019hui<\/i>, 13<\/i>(2), 71-75. https:\/\/doi.org\/https:\/\/doi.org\/10.7202\/1111367ar\u00a0<\/span><\/a><\/p>\n

Tiainen, O., Lutovac, S., & Korkeam\u00e4ki, R.-L. (2024). Rethinking approaches to reflection in initial teacher education [Article]. Educational Research<\/i>, 66<\/i>(3), 245-262. https:\/\/doi.org\/10.1080\/00131881.2024.2346088\u00a0<\/span><\/a><\/p>\n

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<\/i>, 47<\/i>(4), 676-694. https:\/\/doi.org\/10.1080\/02619768.2022.2122807\u00a0<\/span><\/a><\/p>\n

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<\/i>, 1-17.<\/p>\n

Sun, L. (2024). Transforming pre-service EFL teacher education through critical cosmopolitan literacies: voices from Mainland China [Article]. Teaching in Higher Education<\/i>, 29<\/i>(2), 599-618. https:\/\/doi.org\/10.1080\/13562517.2021.2015753\u00a0<\/span><\/a><\/p>\n

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<\/i>, 1-26. https:\/\/doi.org\/10.1080\/09650792.2024.2439980\u00a0<\/span><\/a><\/p>\n

Shin, J. (2024). A journey of collaborative inquiry: perspectives from preservice and cooperating music teachers in Korea [Article]. Music Education Research<\/i>, 26<\/i>(4), 443-453. https:\/\/doi.org\/10.1080\/14613808.2024.2347649\u00a0<\/span><\/a><\/p>\n

Rusznyak, L., & \u00d6sterling, L. (2024). What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics [Article]. Teaching & Teacher Education<\/i>, 151<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.tate.2024.104745\u00a0<\/span><\/a><\/p>\n

Philion, R., Dufour, F., Dub\u00e9, F., Vivegnis, I., & Paquin Forest, M. (2024). Point de vue de stagiaires en situation de handicap quant \u00e0 leur exp\u00e9rience en stage en enseignement. Revue internationale de communication et socialisation<\/i>, 11<\/i>(1), 174-186. https:\/\/doi.org\/10.7202\/1112596ar\u00a0<\/span><\/a><\/p>\n

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<\/i>, 143<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.tate.2024.104553\u00a0<\/span><\/a><\/p>\n

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<\/i>, 127<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.ijer.2024.102423\u00a0<\/span><\/a><\/p>\n

Orlova, N., & Kamenick\u00e1, J. (2024). EMOTIONAL ODYSSEY: A JOURNEY THROUGH EFL PRE-SERVICE TEACHERS’ PRACTICUM EXPERIENCES [Article]. Journal of Education, Culture & Society<\/i>, 15<\/i>(2), 301-321. https:\/\/doi.org\/10.15503\/jecs2024.2.301.321\u00a0<\/span><\/a><\/p>\n

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<\/i>, 20<\/i>(5), 26-42. https:\/\/doi.org\/10.1080\/18146627.2024.2402778\u00a0<\/span><\/a><\/p>\n

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<\/i>, 30<\/i>(3), 321-333. https:\/\/doi.org\/10.1080\/13504622.2022.2128055\u00a0<\/span><\/a><\/p>\n

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<\/i>, 1. https:\/\/doi.org\/10.1177\/00336882241302841\u00a0<\/span><\/a><\/p>\n

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<\/i>, 74<\/i>(251), 53-68. https:\/\/doi.org\/10.1111\/issj.12441\u00a0<\/span><\/a><\/p>\n

Maur\u00edcio, P., & Valente, B. (2024). Synergy between lesson study and content representation in a preservice teacher practicum [Article]. Teaching & Teacher Education<\/i>, 142<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.tate.2024.104525\u00a0<\/span><\/a><\/p>\n

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<\/i>, 194<\/i>(9\/10), 1041-1057. https:\/\/doi.org\/10.1080\/03004430.2024.2395381\u00a0<\/span><\/a><\/p>\n

Leroux, M., Kirouac, C., Goyette, N., & Malboeuf-Hurtubise, C. (2024). L\u2019empreinte professionnelle\u00a0: une activit\u00e9 d\u2019\u00e9criture r\u00e9flexive prospective pour acc\u00e9der au processus de construction identitaire professionnelle de stagiaires en enseignement. Phronesis<\/i>, 13<\/i>(2), 65-82. https:\/\/doi.org\/https:\/\/doi.org\/10.7202\/1109897ar\u00a0<\/span><\/a><\/p>\n

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<\/i>, 32<\/i>(1), 341-367. https:\/\/doi.org\/10.31436\/id.v32i1.2113\u00a0<\/span><\/a><\/p>\n

Gilbert, M.-C., & Boutet, M. (2024). Formation pratique en enseignement dans une perspective d\u2019avenir viable\u00a0: projet d\u2019\u00e9codispositif. Formation et profession<\/i>, 32<\/i>(2), 1-18. https:\/\/doi.org\/https:\/\/doi.org\/10.18162\/fp.2024.830\u00a0<\/span><\/a><\/p>\n

Gagn\u00e9, A., & Morrissette, J. (2024). L\u2019exp\u00e9rience vuln\u00e9rabilisante de stagiaires en enseignement issues de l\u2019immigration. Alterstice<\/i>, 12<\/i>(1), 95-106. https:\/\/doi.org\/https:\/\/doi.org\/10.7202\/1112121ar\u00a0<\/span><\/a><\/p>\n

Forget-Dubois, N. (2024). Diversifier les stages de formation en enseignement pour r\u00e9pondre aux besoins diff\u00e9renci\u00e9s des futures enseignantes et des futurs enseignants\u00a0: le point de vue du Conseil sup\u00e9rieur de l\u2019\u00e9ducation. Apprendre et enseigner aujourd\u2019hui<\/i>, 13<\/i>(2), 28-33. https:\/\/doi.org\/https:\/\/doi.org\/10.7202\/1111359ar<\/a>\u00a0<\/span><\/p>\n

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)<\/i>, 14<\/i>(9), 785. https:\/\/doi.org\/10.3390\/bs14090785<\/a>\u00a0<\/span><\/p>\n

Dufour, F., Philion, R., Dub\u00e9, F., & Vivegnis, I. (2024). L\u2019accompagnement de stagiaires en situation de handicap par des enseignantes associ\u00e9es\u00a0: besoins de formation, d\u2019information et de soutien. Apprendre et enseigner aujourd\u2019hui<\/i>, 13<\/i>(2), 34-37. https:\/\/doi.org\/https:\/\/doi.org\/10.7202\/1111360ar\u00a0<\/span><\/a><\/p>\n

De Simone, S. (2024). Des m\u00e9diations au coeur de la transmission du m\u00e9tier d’enseignant<\/em>. Peter Lang International Academics Publishers.<\/p>\n

Correa, E. & Gervais, C. (2024). L’accompagnement des stagiaires: l’argumentation r\u00e9flexive au service du formateur<\/em>. PUQ.<\/p>\n

Chan, P. H., & Aubrey, S. (2024). Strengthening Teacher\u2013Student Rapport Through the Practice of Guided Dialogue Journaling [Article]. RELC Journal<\/i>, 55<\/i>(1), 179-189. https:\/\/doi.org\/10.1177\/00336882211044874\u00a0<\/span><\/a><\/p>\n

\u00c7elik, H., & Zehir Topkaya, E. (2024). Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum [Article]. Journal of Teacher Education<\/i>, 75<\/i>(1), 92-106. https:\/\/doi.org\/10.1177\/00224871231185369\u00a0<\/span><\/a><\/p>\n

Cartier, S., Berger, J-L. & Fagnant, A. (2024). Apprentissage autor\u00e9gul\u00e9: formation, pratiques et conceptions des enseignants<\/em>. Editions Alphil Presses universitaires suisses.<\/p>\n

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<\/i>, 22<\/i>(2), 7165-7187. https:\/\/doi.org\/10.57239\/PJLSS-2024-22.2.00542\u00a0<\/span><\/a><\/p>\n

B\u00e9chard, N., Gouin, J.-A., & Desbiens, V. (2024). Le d\u00e9ploiement d\u2019un dossier professionnel interactif\u00a0: mieux \u00e9valuer la mobilisation des comp\u00e9tences professionnelles en stage. Apprendre et enseigner aujourd\u2019hui<\/i>, 13<\/i>(2), 64-70. https:\/\/doi.org\/https:\/\/doi.org\/10.7202\/1111366ar\u00a0<\/span><\/a><\/p>\n

Ata\u015f, U., & Dalo\u011flu, A. (2024). Exploring English language teacher educators\u2019 professional development through collaborative partnership with pre-service teachers in supervised practicum [Article]. European Journal of Teacher Education<\/i>, 1-18. https:\/\/doi.org\/10.1080\/02619768.2024.2380320\u00a0<\/span><\/a><\/p>\n

 <\/p>\n

2023<\/strong><\/p>\n

Turan, P., & Yi\u011fito\u011flu 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.)<\/i>, 107<\/i>(4), 1011-1034. https:\/\/doi.org\/10.1111\/modl.12886\u00a0<\/span><\/a><\/p>\n

Sj\u00f8en, 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<\/i>, 67<\/i>(1), 140-153. https:\/\/doi.org\/10.1080\/00313831.2021.1990121\u00a0<\/span><\/a><\/p>\n

Siu, T. S. C., Cooper, M., & McMullen, M. B. (2023). Country-specific narratives of the professional preparation of infant\u2013toddler teachers in Hong Kong China, Aotearoa New Zealand and the USA [Article]. Early Years: Journal of International Research & Development<\/i>, 43<\/i>(3), 469-483. https:\/\/doi.org\/10.1080\/09575146.2023.2232948\u00a0<\/span><\/a><\/p>\n

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<\/i>, 49<\/i>(4), 670-692. https:\/\/doi.org\/10.1080\/19415257.2021.1939101\u00a0<\/span><\/a><\/p>\n

Point, C. & Jeffrey, D. (2023). Former les futurs enseignants et enseignantes \u00e0 l’\u00e9thique professionnelle: constats, attentes et perspectives<\/em>. PUL.<\/p>\n

Ploj Virti\u010d, M., Du Plessis, A., & \u0160orgo, A. (2023). In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’ [Article]. European Journal of Teacher Education<\/i>, 46<\/i>(4), 688-706. https:\/\/doi.org\/10.1080\/02619768.2021.1957828\u00a0<\/span><\/a><\/p>\n

Monfette, O., & Malo, A. (2023). Articuler l\u2019\u00e9valuation des stagiaires \u00e0 une approche par comp\u00e9tences\u00a0: portrait et constats tir\u00e9s de l\u2019analyse d\u2019outils en formation initiale \u00e0 l\u2019enseignement au Qu\u00e9bec. Formation et profession<\/i>, 31<\/i>(1), 1-16. https:\/\/doi.org\/10.18162\/fp.2023.785\u00a0<\/span><\/a><\/p>\n

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<\/i>, 24<\/i>(6), 721-735. https:\/\/doi.org\/10.1080\/14623943.2023.2246909\u00a0<\/span><\/a><\/p>\n

Maria S\u00e1 Martins, A., de Paula Santos, C. E., & Lopes Batista J\u00fanior, 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.<\/i>, 20<\/i>(3), 9102-9117. https:\/\/doi.org\/10.5007\/1984-8412.2023.e83695\u00a0<\/span><\/a><\/p>\n

Malo, A., & Monfette, O. (2023). Introduction au dossier\u00a0: \u00e9valuation des stagiaires en enseignement\u00a0: de l\u2019introspection \u00e0 la prospection. Formation et profession<\/i>, 31<\/i>(1), 1-3. https:\/\/doi.org\/https:\/\/doi.org\/10.18162\/fp.2023.831\u00a0<\/span><\/a><\/p>\n

Mak, P., Yang, M., & Yuan, R. (2023). Fostering teacher competence through classroom-based research during field experiences [Article]. Journal of Education for Teaching<\/i>, 49<\/i>(5), 841-856. https:\/\/doi.org\/10.1080\/02607476.2022.2150963\u00a0<\/span><\/a><\/p>\n

Li, Y., & Walsh, S. (2023). Technology-enhanced Reflection and Teacher Development: A Student Teacher’s Journey [Article]. RELC Journal<\/i>, 54<\/i>(2), 356-375. https:\/\/doi.org\/10.1177\/00336882231161153\u00a0<\/span><\/a><\/p>\n

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<\/i>, 13<\/i>(1), 1-16. https:\/\/doi.org\/10.1177\/21582440221149005\u00a0<\/span><\/a><\/p>\n

Leroux, M., Andwandter Cuellar, N., G\u00e9linas-Proulx, A., & Vivegnis, I. (2023). Improving student teaching to better integrate theory and practice. McGill Journal of Education \/ Revue des sciences de l&#x27;\u00e9ducation de McGill<\/i>, 58<\/i>(2), 34-62. https:\/\/doi.org\/10.26443\/mje\/rsem.v58i2.9961\u00a0<\/span><\/a><\/p>\n

Lepp, L., Leijen, \u00c0., K\u00fc\u00fcsvek, A., & Kalk, K. (2023). Teacher Education Students’ First-Time Experiences of Video-Recording Their Teaching and Analyzing it [Article]. SAGE Open<\/i>, 13<\/i>(2), 1-14. https:\/\/doi.org\/10.1177\/21582440231196746\u00a0<\/span><\/a><\/p>\n

Lepp, L., Leijen, \u00c4., K\u00fc\u00fcsvek, A., & Kalk, K. (2023). Teacher Education Students’ First-Time Experiences of Video-Recording Their Teaching and Analyzing it [Article]. SAGE Open<\/i>, 13<\/i>(3), 1-14. https:\/\/doi.org\/10.1177\/21582440231196746\u00a0<\/span><\/a><\/p>\n

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<\/i>, 49<\/i>(3), 401-415. https:\/\/doi.org\/10.1080\/02607476.2022.2104629\u00a0<\/span><\/a><\/p>\n

Gouin, J.-A., Wentzel, B., & Gasc, H. (2023). Processus de consultation aupr\u00e8s de formateurs de stagiaires en enseignement\u00a0: r\u00e9fl\u00e9chir aux activit\u00e9s professionnelles essentielles de la profession en vue de l\u2019\u00e9valuation des comp\u00e9tences. Formation et profession<\/i>, 31<\/i>(1), 1-19. https:\/\/doi.org\/10.18162\/fp.2023.795\u00a0<\/span><\/a><\/p>\n

Giner-Gomis, A., Gonz\u00e1lez-Fern\u00e1ndez, R., Iglesias-Mart\u00ednez, M. J., L\u00f3pez-G\u00f3mez, 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<\/i>, 31<\/i>(1), 74-90. https:\/\/doi.org\/10.1108\/QAE-03-2022-0062\u00a0<\/span><\/a><\/p>\n

B\u00e9lair, L., & Talbot, N. (2023). Guide d\u2019\u00e9valuation des comp\u00e9tences au service du travail de supervision des stagiaires en enseignement\u00a0: enjeux et d\u00e9fis. Formation et profession<\/i>, 31<\/i>(1), 1-14. https:\/\/doi.org\/10.18162\/fp.2023.788\u00a0<\/span><\/a><\/p>\n

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<\/i>, 54<\/i>(10), 1994-2012. https:\/\/doi.org\/10.1080\/0020739X.2021.2022225\u00a0<\/span><\/a><\/p>\n

Amory, M. D., & Johnson, K. E. (2023). Provoking novice teacher development: Cognition-and-emotion in learning-to-teach [Article]. System<\/i>, 117<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.system.2023.103112\u00a0<\/span><\/a><\/p>\n

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<\/i>, 2540<\/i>(1), 1-7. https:\/\/doi.org\/10.1063\/5.0107399\u00a0<\/span><\/a><\/p>\n

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<\/i>, 2582<\/i>(1), 1-8. https:\/\/doi.org\/10.1063\/5.0129067<\/a><\/p>\n

 <\/p>\n

2022<\/strong><\/p>\n

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<\/i>, 117<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.tate.2022.103734\u00a0<\/span><\/a><\/p>\n

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<\/i>, 48<\/i>(4), 642-656. https:\/\/doi.org\/10.1080\/19415257.2020.1712452\u00a0<\/span><\/a><\/p>\n

Wang, Z., Yuan, R., & Liao, W. (2022). Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum [Article]. Teachers & Teaching<\/i>, 28<\/i>(8), 1000-1020. https:\/\/doi.org\/10.1080\/13540602.2022.2137139\u00a0<\/span><\/a><\/p>\n

Vivegnis, I., Beaulieu, J., Leroux, M., Sakina, R., Vincent, F., & Boutonnet, V. (2022). Exploration des liens th\u00e9orie-pratique \u00e9tablis par des stagiaires en enseignement dans des incidents critiques\u00a0: vers une cat\u00e9gorisation des sources et des types de savoirs mobilis\u00e9s. Formation et profession<\/i>, 30<\/i>(3), 1-21. https:\/\/doi.org\/https:\/\/doi.org\/10.18162\/fp.2022.720\u00a0<\/span><\/a><\/p>\n

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<\/i>, 73<\/i>(1), 97-109. https:\/\/doi.org\/10.1177\/00224871211051991\u00a0<\/span><\/a><\/p>\n

Vacher, Y. (2022). Construire une pratique r\u00e9flexive: comprendre et agir<\/em>. de Boeck.<\/p>\n

Uddin, M. M., & Smith, B. (2022). East Tennessee Noyce STEM Teacher Preparation Program [Article]. Proceedings of the ASEE Annual Conference & Exposition<\/i>, 1-13.<\/p>\n

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<\/i>, 9<\/i>(1), 69-90. https:\/\/doi.org\/10.1558\/lst.21966\u00a0<\/span><\/a><\/p>\n

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<\/i>, 45<\/i>(1), 43-59. https:\/\/doi.org\/10.1080\/02619768.2020.1803270\u00a0<\/span><\/a><\/p>\n

Niko\u00e7eviq-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)<\/i>, 27-27.<\/p>\n

Moukaddam, D. (2022). L’\u00e9mergence de l’identit\u00e9 professionnelle dans la formation enseignante<\/em>. \u00c9ditions L’Harmattan.<\/p>\n

Monney, N., & Veve, A. (2022). L\u2019accompagnement des enseignants pour d\u00e9velopper la comp\u00e9tence \u00e0 \u00e9valuer chez les stagiaires\u00a0: quelles formes, quelles logiques\u00a0? Formation et profession<\/i>, 30<\/i>(3), 1-13. https:\/\/doi.org\/https:\/\/doi.org\/10.18162\/fp.2022.728<\/a>\u00a0<\/span><\/p>\n

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<\/i>, 23<\/i>(1), 81-87. https:\/\/doi.org\/10.1080\/14623943.2021.1982687\u00a0<\/span><\/a><\/p>\n

Michos, K., Cantieni, A., Schmid, R., M\u00fcller, 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<\/i>, 109<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.tate.2021.103570\u00a0<\/span><\/a><\/p>\n

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<\/i>, 22<\/i>(3), 183-197. https:\/\/doi.org\/10.1080\/15283488.2021.1954520\u00a0<\/span><\/a><\/p>\n

Hobjil\u0103, 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<\/i>, 12<\/i>(2), 34-39. https:\/\/doi.org\/10.51865\/JESP.2022.2.05<\/a>\u00a0<\/span><\/p>\n

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<\/i>, 19<\/i>(1), 158-186. https:\/\/doi.org\/10.54870\/1551-3440.1548\u00a0<\/span><\/a><\/p>\n

Gilbert, M.-C., & Boutet, M. (2022). \u00c9ducation pour un avenir viable et formation pratique en enseignement\u00a0: vers un \u00e9codispositif d\u2019int\u00e9gration. \u00c9ducation relative \u00e0 l&#x27;environnement<\/i>, 17<\/i>(2). https:\/\/id.erudit.org\/iderudit\/1113420ar\u00a0<\/span><\/a><\/p>\n

Choi, L. J., & Park, M. Y. (2022). Teaching Practicum During COVID-19: Pre-Service English Language Teachers’ Professional Identities and Motivation [Article]. SAGE Open<\/i>, 12<\/i>(3), 1-9. https:\/\/doi.org\/10.1177\/21582440221119472\u00a0<\/span><\/a><\/p>\n

Auni, L., Zulfikar, T., Akmal, S., Alfiatunnur, & Dina, F. (2022). International Teaching Internship: Development of Pre-Service Teachers’ Competences [Article]. Qualitative Report<\/i>, 27<\/i>(12), 2761-2779. https:\/\/doi.org\/10.46743\/2160-3715\/2022.5457\u00a0<\/span><\/a><\/p>\n

Araujo-Oliviera, A. & Tremblay-Wragg, E. (2022). Des pratiques inspirantes au coeur de la formation \u00e0 l’enseignement<\/em>. PUQ.<\/p>\n

Alrashidi, O. (2022). Sources of Foreign Language Teaching Anxiety Among Saudi Preservice English Teachers: A Qualitative Inquiry [Article]. SAGE Open<\/i>, 12<\/i>(3), 1-9. https:\/\/doi.org\/10.1177\/21582440221119486<\/a><\/p>\n

 <\/p>\n

2021<\/strong><\/p>\n

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<\/i>, 38<\/i>(4), 364-380. https:\/\/doi.org\/10.1108\/IJILT-02-2021-0041\u00a0<\/span><\/a><\/p>\n

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<\/i>, 47<\/i>(1), 47-59. https:\/\/doi.org\/10.1080\/02607476.2020.184699<\/a>1\u00a0<\/span><\/p>\n

Xie, Q., & Cui, Y. (2021). Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters [Article]. Studies in Educational Evaluation<\/i>, 70<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.stueduc.2021.101019\u00a0<\/span><\/a><\/p>\n

Waber, J., Hagenauer, G., Hascher, T., & de Zordo, L. (2021). Emotions in social interactions in pre-service teachers’ team practica [Article]. Teachers & Teaching<\/i>, 27<\/i>(6), 520-541. https:\/\/doi.org\/10.1080\/13540602.2021.1977271\u00a0<\/span><\/a><\/p>\n

Scheepers, C. (2021). Former \u00e0 l’\u00e9crit, former par l’\u00e9crit dans l’enseignement sup\u00e9rieur<\/em>. de Boeck.<\/p>\n

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<\/i>, 99<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.tate.2020.103252\u00a0<\/span><\/p>\n

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)<\/i>, 10<\/i>(6), 74-88.<\/p>\n

Roy, A., Portelance, L., Dufresne, M., & Simard, A. (2021). L\u2019apport d\u2019une communaut\u00e9 de pratique au d\u00e9veloppement professionnel de superviseurs de stage en enseignement. Phronesis<\/i>, 10<\/i>(1), 93-108. https:\/\/doi.org\/https:\/\/doi.org\/10.7202\/1076184ar\u00a0<\/span><\/a><\/p>\n

Roy, A., Portelance, L., Dufresne, M., & Simard, A. (2021). L’apport d’une communaut\u00e9 de pratique au d\u00e9veloppement professionnel de superviseurs de stage en enseignement [Article]. The contribution of a community of practice to the Professional development of teaching internship supervisors.<\/i>, 10<\/i>(1), 93-108. https:\/\/doi.org\/10.7202\/1076184ar\u00a0<\/span><\/a><\/p>\n

Petit, M. (2021). Accompagner les stagiaires en enseignement \u00e0 l’aide du num\u00e9rique<\/em>. \u00c9ditions JFD.<\/p>\n

Maulini, O., Desjardins, J., Guilbert, P. & Van Nieuwenhoven, C. (2021). La formation buissonni\u00e8re des enseignants<\/em>. de Boeck.<\/p>\n

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<\/i>, 26<\/i>(7), 2297-2317. https:\/\/doi.org\/10.46743\/2160-3715\/2021.4817\u00a0<\/span><\/a><\/p>\n

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<\/i>, 19<\/i>(3), 1-19. https:\/\/doi.org\/10.4018\/IJDET.2021070102\u00a0<\/span><\/a><\/p>\n

Hendriwanto. (2021). A reflective teaching practicum as a platform for stimulating pre-service teachers’ professional development [Article]. Journal of Education for Teaching<\/i>, 47<\/i>(4), 624-626. https:\/\/doi.org\/10.1080\/02607476.2021.1941812\u00a0<\/span><\/a><\/p>\n

Gaudreau, N., Tr\u00e9panier, N. & Daigle, S. (2021). Le d\u00e9veloppement professionnel en milieu \u00e9ducatif: des pratiques favorisant la r\u00e9ussite et le bien-\u00eatre<\/em>. PUQ.<\/p>\n

Gagn\u00e9, A., & Petit, M. (2021). Caract\u00e9ristiques d\u2019un dispositif hybride de formation continue pour les accompagnateurs d\u2019enseignants stagiaires en enseignement professionnel. Revue internationale des technologies en p\u00e9dagogie universitaire \/ International Journal of Technologies in Higher Education<\/i>, 18<\/i>(3), 39-52. https:\/\/doi.org\/https:\/\/doi.org\/10.18162\/ritpu-2021-v18n3-03<\/a>\u00a0<\/span><\/p>\n

Clark, K. R. (2021). Giving a Listening Ear: Male Student Teachers’ Experiences and Perspectives of Practicum Supervision [Article]. Qualitative Report<\/i>, 26<\/i>(6), 1705-1723. https:\/\/doi.org\/10.46743\/2160-3715\/2021.4572\u00a0<\/span><\/a><\/p>\n

Buenting Gritton, C., & Lee, L. (2021). Master of it all? Survey of North American Master’s Programs in Anatomical Sciences [Article]. FASEB Journal<\/i>, 35<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1096\/fasebj.2021.35.S1.02184\u00a0<\/span><\/a><\/p>\n

Bueno-Alastuey, M. C., & Villarreal, I. (2021). Pre-service teachers’ perceptions and training contributions towards ICT use [Article]. Percepciones y ense\u00f1anza del uso de TIC por maestros en formaci\u00f3n.<\/i>, 41<\/i>, 107-129. https:\/\/doi.org\/10.15581\/004.41.002\u00a0<\/span><\/a><\/p>\n

Boutin, G. & Dufour, F. (2021). Aider le nouvel enseignant \u00e0 r\u00e9ussir son insertion professionnelle<\/em>. PUQ.<\/p>\n

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<\/i>, 169<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.compedu.2021.104194\u00a0<\/span><\/a><\/p>\n

Altalhab, S., Alsuhaibani, Y., & Gillies, D. (2021). The reflective diary experiences of EFL pre-service teachers [Article]. Reflective Practice<\/i>, 22<\/i>(2), 173-186. https:\/\/doi.org\/10.1080\/14623943.2020.1865903<\/a><\/p>\n

 <\/p>\n

2020<\/strong><\/p>\n

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<\/i>, 103<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.ijer.2020.101638<\/a>\u00a0<\/span><\/p>\n

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<\/i>, 46<\/i>(1), 124-128. https:\/\/doi.org\/10.1080\/02607476.2019.1708623\u00a0<\/span><\/a><\/p>\n

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<\/i>, 46<\/i>(2), 248-250. https:\/\/doi.org\/10.1080\/02607476.2020.1724655\u00a0<\/span><\/a><\/p>\n

Ulum, \u00d6. G. (2020). PRE-SERVICE ENGLISH TEACHERS’ NARRATIVE IDENTITY [Article]. Journal of Education, Culture & Society<\/i>, 11<\/i>(1), 92-101. https:\/\/doi.org\/10.15503\/jecs2020.1.92.101\u00a0<\/span><\/a><\/p>\n

Sukoriyanto. (2020). Students\u2019 Errors Analysis in Solving the Geometry Word Problem Based on Newman Stage [Article]. AIP Conference Proceedings<\/i>, 2215<\/i>(1), 060028-060021-060028-060026. https:\/\/doi.org\/10.1063\/5.0000490\u00a0<\/span><\/a><\/p>\n

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 pedag\u00f3gica para el dise\u00f1o del curr\u00edculo escolar por el (co-ensino| di\u00e1logo cogerativo). 42<\/i>, 1-13. https:\/\/doi.org\/10.4025\/actascieduc.v42i1.44870\u00a0<\/span><\/a><\/p>\n

Popova, M. I., & Ikonnikova, A. N. (2020). School-University Partnership as a Tool for Professional Development of a Novice Teacher [Article]. ARPHA Proceedings<\/i>, 1999-2015. https:\/\/doi.org\/10.3897\/ap.2.e1999\u00a0<\/span><\/p>\n

Ponzio, C. M. (2020). (Re)Imagining a translingual self: Shifting one monolingual teacher candidate’s language lens [Article]. Linguistics & Education<\/i>, 60<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.linged.2020.100866\u00a0<\/span><\/a><\/p>\n

Pelletier, J.-P. (2020). Mise au point d\u2019exercices visant le d\u00e9veloppement d\u2019habilet\u00e9s interactives chez des stagiaires en enseignement. McGill Journal of Education \/ Revue des sciences de l&#x27;\u00e9ducation de McGill<\/i>, 55<\/i>(2), 397-416. https:\/\/doi.org\/10.7202\/1077974ar\u00a0<\/span><\/a><\/p>\n

Paulino Teixeira Lopes, M. A. (2020). Constitution de l’auteurit\u00e9 et de l’identit\u00e9 dans des projets d’enseignement d’\u00e9tudiants de lettres en situation de stage de formation [Article]. Constructing authorship and identity in didactic projects by Language undergraduates during teaching internship.<\/i>, 18<\/i>(2), 291-306. https:\/\/doi.org\/10.4013\/cld.2020.182.03\u00a0<\/span><\/a><\/p>\n

Mac\u00edas Villegas, D. F., Hern\u00e1ndez Varona, W., & Guti\u00e9rrez S\u00e1nchez, A. (2020). Student teachers’ identity construction: A socially-constructed narrative in a second language teacher education program [Article]. Teaching & Teacher Education<\/i>, 91<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.tate.2020.103055\u00a0<\/span><\/a><\/p>\n

Maaranen, K., & Stenberg, K. (2020). Making beliefs explicit \u2013 student teachers’ identity development through personal practical theories [Article]. Journal of Education for Teaching<\/i>, 46<\/i>(3), 336-350. https:\/\/doi.org\/10.1080\/02607476.2020.1749994\u00a0<\/span><\/a><\/p>\n

Lilach, M. (2020). [Not] speaking truth to power: Ethical dilemmas of teacher candidates during practicum [Article]. Teaching & Teacher Education<\/i>, 89<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.tate.2019.103002\u00a0<\/span><\/a><\/p>\n

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<\/i>, 62<\/i>(4), 474-491. https:\/\/doi.org\/10.1080\/00131881.2020.1826340\u00a0<\/span><\/a><\/p>\n

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.)<\/i>, 47<\/i>(2), 263-281. https:\/\/doi.org\/10.1007\/s13384-019-00343-1\u00a0<\/span><\/a><\/p>\n

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<\/i>, 31<\/i>(6), 607-622. https:\/\/doi.org\/10.1080\/14675986.2020.1783796\u00a0<\/span><\/a><\/p>\n

Hara, M. (2020). \u00ab\u00a0I Never Would Have Noticed It Before\u00a0\u00bb: The Possibilities of Critical Discussion Groups for Teacher Candidate Policy Engagement [Article]. Education & Urban Society<\/i>, 52<\/i>(3), 343-364. https:\/\/doi.org\/10.1177\/0013124519846278\u00a0<\/span><\/a><\/p>\n

Guner, P., & Akyuz, D. (2020). Noticing Student Mathematical Thinking Within the Context of Lesson Study [Article]. Journal of Teacher Education<\/i>, 71<\/i>(5), 568-583. https:\/\/doi.org\/10.1177\/0022487119892964\u00a0<\/span><\/a><\/p>\n

Forget, M.-H. (2020). Sur quels savoirs des stagiaires en enseignement du fran\u00e7ais au secondaire appuient-ils leurs choix didactiques? Formation et profession<\/i>, 28<\/i>(2), 35-50. https:\/\/doi.org\/10.18162\/fp.2020.542\u00a0<\/span><\/a><\/p>\n

Fabre, M. & Paul, M-C. (2020). La d\u00e9marche d’accompagnement: rep\u00e8res m\u00e9thodologiques et ressources th\u00e9oriques<\/em>. de Boeck.<\/p>\n

du Plessis, E. (2020). Student teachers’ perceptions, experiences, and challenges regarding learner-centred teaching [Article]. South African Journal of Education<\/i>, 40<\/i>(1), 1-10. https:\/\/doi.org\/10.15700\/saje.v40n1a1631\u00a0<\/span><\/a><\/p>\n

Dalaman, O., Can, S., Ak\u00c7A, 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]. PEDAGOJ\u0130K FORMASYON E\u011e\u0130T\u0130M\u0130 ALAN SPOR B\u0130L\u0130MLER\u0130 FAK\u00dcLTES\u0130 \u00d6\u011eRENC\u0130LER\u0130N\u0130N \u00d6\u011eRETMENL\u0130K UYGULAMASI DERS\u0130NE \u0130L\u0130\u015eK\u0130N G\u00d6R\u00dc\u015eLER\u0130N\u0130N DE\u011e\u0130\u015e\u0130K FAKT\u00d6RLER A\u00c7ISINDAN BEL\u0130RLENMES\u0130.<\/i>, 11<\/i>(39), 278-297. https:\/\/doi.org\/10.35826\/ijoess.2547\u00a0<\/span><\/a><\/p>\n

Costache, O., Becker, E., Staub, F., & Mainhard, T. (2020). Erratum to \u00ab\u00a0using uncertainty as a learning opportunity during pre-lesson conferences in the teaching practicum\u00a0\u00bb [Teaching and teacher education 86 (November 2019) 102890] [Correction Notice]. Teaching & Teacher Education<\/i>, 89<\/i>, N.PAG-N.PAG. https:\/\/doi.org\/10.1016\/j.tate.2019.103003\u00a0<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Cette page pr\u00e9sente une veille informationnelle sur la formation pratique en enseignement depuis 2020. Les bases de donn\u00e9es ERIC et \u00c9RUDIT sont utilis\u00e9es et les ressources en langues fran\u00e7aise et anglaise sont retenues. Derni\u00e8re mise \u00e0 jour: 12 janvier 2026   2025 Zhang, Q., & Liu, J. (2025). Can we [not] challenge power? Ethical dilemmas […]<\/p>\n","protected":false},"author":8,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-1288","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.uqac.ca\/stages-ens\/wp-json\/wp\/v2\/pages\/1288","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.uqac.ca\/stages-ens\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.uqac.ca\/stages-ens\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.uqac.ca\/stages-ens\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/www.uqac.ca\/stages-ens\/wp-json\/wp\/v2\/comments?post=1288"}],"version-history":[{"count":22,"href":"https:\/\/www.uqac.ca\/stages-ens\/wp-json\/wp\/v2\/pages\/1288\/revisions"}],"predecessor-version":[{"id":1390,"href":"https:\/\/www.uqac.ca\/stages-ens\/wp-json\/wp\/v2\/pages\/1288\/revisions\/1390"}],"wp:attachment":[{"href":"https:\/\/www.uqac.ca\/stages-ens\/wp-json\/wp\/v2\/media?parent=1288"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}