Annales de l’Institut Universitaire de Formation pour l’Enseignement
The Annales de l'IUFE 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.
Traces of a study day for teacher trainers
Copyright (c) 2025 Jean-Charles Buttier, Federica Rossi https://creativecommons.org/licenses/by/4.0
Integrating hybrid devices into teacher training
This text reveals the initial effects of a hybrid training system, alternating face-to-face, in-filed and distance learning sessions, based on the Moodle platform and active teaching approaches. Under this system, trainee teachers are expected to commit themselves autonomously and regularly, to participate actively and collaboratively, to reflect on their practices and to co-construct their training. The trainer is no longer simply a transmitter, but a guide, facilitator and coach in the learning process. The initial effects of this system are shared with the trainers to encourage a distanced analysis and enrich the evaluation.
Tools and support for training in teaching workshops
Copyright (c) 2025 Murièle Jacquier https://creativecommons.org/licenses/by/4.0
In Geneva, the University Institute for Teacher Training (IUFE) is responsible for studies leading to primary, secondary, and specialized teaching, and for the continuing education diplomas that can extend these. Its mission is to combine—and, where necessary, compare—experiences gained in the field with knowledge gained from educational research, to produce a robust pedagogical and didactic culture, resistant to fads and political vicissitudes.
Copyright (c) 2025 Olivier Maulini https://creativecommons.org/licenses/by/4.0
The didactic environment beyond the beaten track and representations
This article presents the content of one of the workshops held during the “L'hôte (in)attendu” study day. It explores the possibilities of using socio-culturally anchored, textbook-independent objects in the classroom. This particular pathway can help students develop broad, differentiated skills, presenting a surprising perspective on how to apprehend and mobilize knowledge objects in the classroom. Because taking a different path means confronting new issues and challenges in order to enter the task differently and mobilize broader competencies. The workshop, led by Yves Barblan and Federica Rossi, proposed a discussion of possible “authentic” environments, with a view to identifying convergences and differences in the various didactics.
Copyright (c) 2025 Yves Barblan, Federica Rossi https://creativecommons.org/licenses/by/4.0
Participatory sciences at school involve students in authentic research projects, renewing scientific and ecological education. They encourage cross-disciplinary learning, motivation and commitment by connecting students to real-life issues. However, there are still limitations, such as the complexity of the resources available to students and the limited involvement of students in the various stages of the scientific process. Projects such as EDU Oak bodyguards have shown the importance of co-constructing these projects with teachers and researchers to enhance pedagogical integration. To be successful, they require appropriate teacher training, institutional support and increased collaboration between educational and scientific players.
Copyright (c) 2025 Séverine Perron https://creativecommons.org/licenses/by/4.0
Historicising the teaching of literature in schools
This paper presents an ongoing research project that aims to historicise the teaching of literature in compulsory schools in French-speaking Switzerland and Ticino between the mid-nineteenth and late twentieth centuries. After presenting the issues at stake in this project, the text looks back at the results of the analysis and the potential avenues they open up for initial and in-service teacher training.
Research perspectives in disciplinary didactics
Copyright (c) 2025 Anne Monnier https://creativecommons.org/licenses/by/4.0
Observe, discuss, reflect: what can you expect ?
This article reports on one of the workshops held during the study day on the subject of "the (un)expected guest". It was organised by Christophe Bouillot and Marion van Brederode, both lecturers at the IUFE in legal didactics and interdisciplinary dimensions respectively. It focused on the 'post-visit interview', which is a regular activity for CEs who visit classes where trainee teachers are doing their placements.
Professional postures in teacher training
Copyright (c) 2025 Marion Van Brederode https://creativecommons.org/licenses/by/4.0
Didactic perspectives on multilingual literacies
This article explores the insights offered by the concept of plurilingual literacy (Rispail, 2011) for research into what can be considered “teachable”, in light of the orientations of the Plan d'études romand (PER, 2010/2012) and current teaching practices. The main challenge lies in formulating research and training proposals aimed at more coordinated language instruction—whether it concerns the language of schooling, taught foreign languages, or students’ heritage languages—within the context of primary education in French-speaking Switzerland. In this framework, the notions of text and text type emerge as common ground for didactic research in the field of language education, starting from the elementary level.
Copyright (c) 2025 Sandrine Aeby Daghé https://creativecommons.org/licenses/by/4.0
Integrating sensitive issues into teacher training
Addressing sensitive issues in the classroom is a challenging task for teachers, especially during their training. These topics can be highly controversial, often engaging both teachers’ and students’ personal values. While some educators incorporate such themes into their lessons, others, fearing controversy or disruption, adopt a stance of "exclusive neutrality"—avoiding the subject altogether. However, this approach risks diminishing the richness of their teaching and reinforcing the idea that school is a sanctuary disconnected from reality. This highlights the need to develop strategies for handling the emergence of sensitive topics in the classroom, not only to navigate them effectively but also to consider them as valuable teaching content. It is equally important to reflect on how to manage their sometimes unexpected appearance in class.
Copyright (c) 2025 Jean-Charles Buttier, Eva Waltermann https://creativecommons.org/licenses/by/4.0