Les séminaires d’analyse et de régulation des pratiques comme interface entre terrain et université: Effets d’une co-animation FT/FU

Yann Volpé; Anne Billharz; Loïc Maisonneuve; Faustine Roh; Géry Marcoux

doi:10.5077/journals/aiufe.2026.e2668

Authors

Yann Volpé, AFORDENS team: “Professional Learning, Training, and Development in Education” Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland https://orcid.org/0000-0003-2336-9794
Anne Billharz, university and field instructor Département de l'instruction publique, Etat de Genève
Loïc Maisonneuve, field trainer and academic Département de l'instruction publique, Etat de Genève
Faustine Roh, AFORDENS team: “Apprenticeship, Training, and Professional Development in Education” Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland https://orcid.org/0009-0001-1102-4118
Géry Marcoux, AFORDENS team “Apprenticeship, Training, and Professional Development in Education” Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland

DOI:

https://doi.org/10.5077/journals/aiufe.2026.e2668

Keywords:

work-integrated teacher education, teacher education, co-facilitation, internship, school-university partnership

Abstract

This contribution analyzes the redesign of practice analysis and regulation seminars in primary teacher education. Since 2022, several sessions have been co-facilitated by university-based and field-based teacher educators. The article shows that this co-facilitation turns practicum experiences into shared objects of teacher education, strengthens the articulation between field-based practice and university, and has effects on student teachers, teacher educators, and the construction of a shared culture of teacher education.

Author Biographies

Yann Volpé, AFORDENS team: “Professional Learning, Training, and Development in Education”, Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland

Yann Volpé is a lecturer and researcher at the University of Geneva in the Faculty of Psychology and Educational Sciences. After several years as an elementary school teacher, educational coordinator, and training manager, he specialized in teacher education and professional development. His research focuses on the analysis of teaching practice, entry into the profession, pedagogical authority, and the processes by which teachers gain authorization, drawing in particular on the philosophy of John Dewey. He also coordinates the practicum components of the initial training program for elementary school teachers.
Anne Billharz, university and field instructor, Département de l'instruction publique, Etat de Genève

Anne Billharz has been teaching at the middle school level in Geneva as a tenured teacher for more than twenty-five years. She has also served as a special education teacher, a supplementary teacher, and an assistant teacher. She is interested in adult education, particularly the initial training of future teachers at the university level, and has been supervising student teachers for many years. For the past five years, she has been leading a seminar on the analysis and regulation of practices in collaboration with a university instructor.
Loïc Maisonneuve, field trainer and academic, Département de l'instruction publique, Etat de Genève

Loïc Maisonneuve has been teaching in Geneva for over thirty years, both at the elementary and middle school levels, as a tenured teacher. Throughout his career, he has also served as a teacher providing educational support and as a school principal. With a particular interest in adult education, he is especially involved in the initial training of future teachers at the university. It has been hosting interns for many years and, for the past five years, has contributed to a seminar focused on the analysis and regulation of professional practices, which it leads in collaboration with a university instructor as part of an effort to foster dialogue between knowledge derived from professional practice and insights from academic training.
Faustine Roh, AFORDENS team: “Apprenticeship, Training, and Professional Development in Education”, Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland

Faustine Roh Cardoso Costa is a teacher at a Geneva elementary school and an adjunct lecturer at the University of Geneva in the Faculty of Psychology and Educational Sciences. Faustine Roh has been teaching for over 20 years and has worked in special education, Cycle 2, and Cycle 1. As a field instructor for many years, she has mentored approximately 50 student teachers.
Géry Marcoux, AFORDENS team “Apprenticeship, Training, and Professional Development in Education”, Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland

Géry Marcoux is a lecturer and researcher at the University of Geneva, in the Faculty of Psychology and Educational Sciences. After ten years of teaching in secondary schools in Belgium, he turned to research in educational sciences, first at the Free University of Brussels and then at the University of Geneva. His research focuses on the beliefs and knowledge of teachers and pre-service teachers, their decision-making processes, their teaching practices, and their professional development, from a perspective rooted in the psychology of academic learning and education.