Our contribution concerns the continuous training of teachers that will be forming future teachers during their traineeship. It aims to describe how the professional development of the trainees’ coaches, both the training supervisors as well as the supervisors form the trainees’ schools, was used during a course proposed by a university and during meetings where practices were shared by the participants. In this manner, we identified the ideal moments for development of the trainees, as well as the most important levers (...) for the transformation of the coaches. We paid particular attention to the reflexive contract co-defined by the group, as well as to the principle of social moderation at the heart of the collaborative group’s dynamic. (shrink)

In this theoretical contribution, we interpret the notion of professional development in the light of concepts coming from cognitive development. This brings us to consider teacher training as not only having to allow the elaboration of skills, but also as having to encourage the development of new cognitive structures. We explore the theoretical concepts in relation with certain processes revealed by the reflexive texts of the students. Finally, we propose ways that could foster certain dimensions of global professional development in (...) learners, among which self-regulated learning, the focus on certain concerns and taking into account certain types of information. (shrink)

This exploratory research aims to identify the accommodation and support measures, the challenges and the needs, for students with disabilities in teaching internship context. By answering an online questionnaire, 158 SH trainees in teaching in Belgium and Quebec, affirm, for the most part, that their situation of disability has repercussions on their internships. Their main challenges and needs are related to organization and written communication. However, few accommodation and support measures have been established during the internship.

The stability of low student math scores has been a concern of education systems around the world for many years. While teaching practices are pointed out as a determining factor in student engagement and the quality of student learning, they are only the tip of the iceberg. Much work has shown that these practices are strongly colored by epistemological beliefs as well as by beliefs related to the teaching and learning of the school discipline under investigation. On this subject, if (...) some research reports a peremptory influence of beliefs on teaching practices, others present more moderate results by underlining, for example, the permeability of beliefs in pre-service training. Based on the results of a quantitative study that identified three belief profiles (pro-traditional, anti-traditionnal, flexible) among 190 future secondary school mathematics teachers in their final year of training, this contribution aims to shed qualitative light on the articulation between beliefs and teaching practices of eleven of them. The analysis of the semi-directive interviews highlights the reconcilable nature of transmissive and constructivist conceptions of teaching-learning. Moreover, the presence of similar pedagogical practices, supported in training, within profiles with contrasting beliefs argues in favor of a belief-practice non-linearity. (shrink)