This article presents the results of an evaluative research on the impacts of collaborative research in the evolution of the practices of researchers and associated teachers. It was a question of understanding how the collaborative approach was useful and relevant to the participants, how it enabled them to better take ownership of their role as an associate teacher, and how to transform their practices.

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)