Numérique et apprentissages : prescriptions, conceptions et normes d’usage by Georges Ferone

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Apprendre à enseigner des années 1970 aux années 1990 : d’une forme de domination scolaire à l’autre ? by Stéphane Vaquero

“…From the 1970s to the 1990s, training to become a secondary school teacher deeply changed. …”
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Educators’ and teachers’ perceptions of outdoor education in Modena by Calogero Francesco Pipero

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L’expression des rapports sociaux en formation des enseignant·e·s du premier degré by Odile Maufrais

“…With a professionalizing and transformative aim, training in the intersectional approach social relations to gender/social class/“race” in Physical Education and Sports was offered to first-level trainee teachers (N= 65). …”
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Applying Global Models of Teacher Development to Improve Student Outcomes: Insights from a Teacher Development & Leadership Program in Qatar by Seungah S. Lee, Leena Zahir

“…(Names of organizations have been changed for anonymity). The training model of TDL program is based on six themes: (1) orientation to student vision, (2) ongoing reflection to improve practice, (3) setting high expectations for students, (4) ensuring content rigor and mastery in students, (5) fostering positive culture and learning environment, and (6) building positive relationships with students. …”
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Le « schisme interactionnel », une ressource pour apprendre aux frontières du travail et de la formation professionnelle by Laurent Filliettaz, Isabelle Durand, Marianne Zogmal, Vasiliki Markaki-Lothe

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COMMUNICATION COMPONENT FORMATION OF TEACHERS’ COMPETENCE IN THE MENTORING PROCESS by Vera T. Sopegina

“…The integrative activity of the teacher in solving production and pedagogical problems is analysed.Practical significance. …”
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The model of intermediate assessment of future teachers’ professional competencies by I. V. Golovina, Kh.-Akh. S. Khaladov, T. Yu. Medvedeva, G. A. Paputkova, A. V. Milekhin

“…The results of the expert assessment suggest that the developed model is effective.Practical significance. The implementation of the proposed model in the process of assessing the professional competencies of students at pedagogical universities will make it possible to adjust the educational programmes for training teachers in terms of psychological, pedagogical, subject and methodological components, which can become a resource for transforming development programmes at pedagogical universities and educational programmes for training teachers.…”
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UNIVERSITY TEACHERS’ READINESS TO APPLY THE MODERN EDUCATIONAL TECHNOLOGIES by Irina O. Kotlyarova

“…Practical significance. The research findings can be used as the basis of techniques and methods designing for its further development and measurement of the training, retraining and advanced training of the teaching staff of universities.…”
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Prosocial competency-based model of a future teacher by E. I. Eroshenkova, I. S. Shapovalova, E. A. Karabutova, S. V. Anokhina, O. S. Miroshnikova

“…Modern general and specific pedagogical trends, mega-trends and challenges in the future education system make it necessary to change the professional training programmes of future teachers, to clarify the competency-based model of a pedagogical university graduate. …”
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Gamification for teacher professional development: the case for narrative approaches by Francesca Pozzi, Donatella Persico

“… Although gamification and the use of serious games in education are usually recommended, according to the literature in the field it seems these approaches are hardly used in teacher training contexts. This might depend on the fact that the use of strategies such as Points, Leaderboards and Badges, do not fit well with a context where collaboration and practice sharing need to be encouraged, rather than hindered by competitive mechanics. …”
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Devenir un professionnel de la professionnalisation des étudiants : un changement accompagné dans les cultures et pratiques des enseignants et enseignants-chercheurs ? by Stéphanie Tralongo

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Is Objective Structured Practical Examination a Better Option than Conventional Practical Examination in Assessing Students’ Competency? An Analytical Research by Arup J. Rout, Pallabi Dasgupta, Tushar K. Saha, Daliya Biswas

“…Background: There was always a need for some innovative assessment method like an objective structured practical examination (OSPE) which is objective, reliable, and valid over conventional practical examinations (CPEs), which lack objectivity and reliability and carries risk of teachers’ bias as learning is assessment-driven. …”
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Potential of social practice by G. . Nikitina

“…The article discusses the question concerning the search of innovative means for preparation of future teachers for social interaction. Тhe students’ social practice is considered as one of such means. …”
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Comment les étudiants en formation à l’enseignement pensent-ils l’aide aux élèves en difficulté ? by Sandrine Breithaupt

“…This paper presents the results of a research that was conducted in the frame of initial training (during the last year of a three years training program) for primary teachers in the region of Vaud (Switzerland). …”
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Theoretical considerations on the pedagogical competencies of Imaging and Medical Radiophysics teachers by Fernando Machado Acuña, Geovanis Olivares Paizan, Marhyam Solano Pérez, Susel Moll Varela

“…Results: the authors' approach to the theoretical references consulted allowed them to demonstrate the regularities of pedagogical competencies in medical education and the need for their continuous and upward development in the aforementioned teachers. Discussion: medical education faces theoretical and practical challenges that lead to the development of professional and pedagogical skills and the training of human resources in quality health. …”
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Portrait of a contemporary teacher in a new digital reality by Elena A. Petrash, Tatyana V. Sidorova

“…The topic of classes, forms of conducting, and the features of interaction with teachers during the courses are described. The practical significance of the study lies in the possibility of meaningful updating and implementation of advanced training programs for teachers working in the digital era. …”
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Forming the Professional Identity of Future Teachers through Service-Learning by I. A. Rudneva, O. A. Kozyreva

“…The purpose of the article is to present the results of the study on the possibilities of service-learning as means of forming the professional identity of future teachers at the stage of professional training.The study focuses on the analysis of the results of testing service learning as innovative means of professional training of future teachers at a pedagogical university, aimed at forming their professional identity. …”
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Quality management of mathematics learning in realizing professional teachers in madrasah by Nurul Hidayah, Nuryadin Ali Mustofa, Purwiro Harjati, Agus Pahrudin

“…Aim: This study aims to analyze and identify quality management practices in mathematics education and how these practices contribute to the development of teacher professionalism in madrasah. …”
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A digital leap in the evolution of continuous professional development for teachers by M. Ghobrini, R. E. A. Ghobrini, F. Benaicha

“… Background and Aim of Study: The realm of education is in a constant state of evolution, necessitating that teachers at K-12 and tertiary levels continually update their practices through continuous professional development (CPD). …”
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