About the Journal

The Annales de l'IUFE (e-ISSN 3042-7851) is an academic interface journal that serves as a platform for publishing articles that stem from the annual study days organized by the scientific committee of the journées d’études and the Annales de l’IUFE.

These study days focus specifically on teacher training across all programs (FEP, MESP, Forensec) as well as continuing education. The intended audience includes not only teacher educators but also all interested teachers and students.

Objective & Scope

Statement of intent by Olivier Maulini

Olivier Maulini*  https://orcid.org/0000-0003-1199-1615

Professor at the University of Geneva in the field of “Analysis of Teaching Professions”.

Director of the Innovation-Formation-Education Laboratory (LIFE) and the University Institute for Teacher Training (IUFE), University of Geneva, Switzerland.

*Contact: Olivier.Maulini@unige.ch

Teaching, Training, Research

In Geneva, the teacher training institute (Institut Universitaire de formation pour l’enseignement - IUFE) is responsible for studies leading to primary, secondary, and specialized teaching, and for the continuing education diplomas that may extend them. Its mission is to combine—and, where necessary, confront—field experience with knowledge gained from educational research to produce a robust pedagogical and didactic culture, one that is resistant to the effects of fashion and political vicissitudes.

Work-study programs are designed to support the gradual, long-term development of reflective professional skills. Beyond the charisma of individuals and the rigor of methods, a qualified, autonomous, and reliable teaching staff must be able to offer practical solutions to complex problems in real-life situations, but also critically examine the root causes of these problems and how they might be prevented. Neither a mere implementor nor a self-employed entrepreneur, a certified professional knows how to perform the right actions and adapt them if necessary.

But if teaching is enhanced by being questioned, who will put their own training to the test against what it aims to achieve ? The ethics of inquiry are only credible if they are advocated while being practiced. The only consistent option then is that of embedding: developing students' discernment by training those responsible for their education - through a training process that is itself reflective, that actively seeks decentering and even contradiction. In a democracy, no authority is single-handedly and definitively right.

It is therefore better to reflect on the task of training itself, that of ‘teaching teaching’. Of course, we need to train trainers, asking them to learn this particular profession, to acquire qualifications as field trainers, as specialists in the didactics of a particular subject or in cross-disciplinary pedagogical issues. But also – since every nested training structure has its limits - by entrusting research with the discovery of new knowledge, the only knowledge capable of shaping the profession beyond what it has believed and passed on until now. Ultimately, teaching requires training, and training requires research. Otherwise, knowledge becomes rigid and/or fragmented, with dogmatism and relativism feeding off each other to the detriment of the living quest for truth.

It is in this spirit of constant vigilance that the IUFE study days and these Annales, which echo them, were born. The aim of this regular, collegial comparison of experiences in Geneva’s teacher training programs—between field expertise, associated research, local partnerships, and insights from elsewhere—aims to reflect together on what this work actually produces: whether it is formative or not; the teaching it prepares or which it doesn’t; and ultimately its impact on what students will learn. For the horizon is clearly there: to train, to teach, to research, yes, but  to inscribe ourselves in which annals—and thus in the future memory of which community?

Guidelines, publication frequency and peer review process

The Annales de l'IUFE echoes the study days of the Institut universitaire de formation pour l'enseignement (IUFE).

Please note that the journal does not accept articles from outside the study days.

The frequency with which issues are published depends on the study days.

Articles are reread and evaluated by members of the scientific committee.

Open Access Declaration

The Annales de l'Institut Universitaire de Formation pour l'Enseignement is an open access journal. This means that its content is immediately and freely available to all.

Submission and publication in the Annales is entirely free of charge; there is no charge for submission or publication (APC), nor for the evaluation, proofreading or reading of articles. Downloading texts is free of charge.

All articles published in the Annales de l'IUFE are published under the Creative Commons Attribution 4.0 (CC-BY) international licence. Authors retain copyright to their articles and assign only first publication rights to the journal.

All content published in the Annales de l'IUFE may thus be freely downloaded, saved, reproduced and used for any purpose. However, reproduction and re-use of content must, without exception, mention the author and the original source.

References and permanent identifiers

Each article published in the Annales de l'IUFE will be assigned a unique DOI (Digital Object Identifier) number.

Bibliographic references to articles published in the Annales de l'IUFE are formatted according to the American Psychological Association (APA) 7th ed. style. Each reference must contain the DOI of the resource where this exists in order to comply with the principles of I4OC - Initiative for Open Citations.

To ensure permanent identification, the journal uses ORCID identifiers and encourages authors to indicate their ORCID identifier and systematically attach it to their contributions.

Code of ethics, plagiarism and scientific fraud

This journal follows the code of ethics and professional conduct common to the University of Geneva and the Universities of Applied Sciences of Western Switzerland.

Any manuscript showing clear signs of plagiarism will not be published.

Texts must not have been published in their original form in another journal.

Archiving

This journal ensures the long-term preservation of its content via the PKP Preservation Network (PKP PN) service.

Les Annales supports and encourages the self-archiving of articles after publication by their authors in open archives of their choice, whether it be the submitted version, the accepted version or the published version of the contribution.

Publisher

This journal is hosted by the Bibliothèque de l'Université de Genève on behalf of the Institut Universitaire de Formation pour l'Enseignement (IUFE) of the University of Geneva - using a customised version of OJS from the Public Knowledge Project (PKP).