Annales de l’Institut Universitaire de Formation pour l’Enseignement

About the Journal

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.

Current Issue

No. 2 (2026): (Im)balance(s) in Work-Study Programs

Published: 2026-10-14

Foreword

Continue teaching, training, and researching

Jean-Charles Buttier, History and Citizenship Education Didactics , Federica Rossi, Italian language teaching, Yves Barblan, Didactics of Arts and Movement - DAM, Andreea Capitanescu Benetti, Laboratoire Innovation Formation Education - LIFE, Lionel Dechamboux, “Assess, Regulate and Differentiate for Learning” - EReD, Coralie Delorme, Professional Practices and Learning in Special Education and School Inclusion - PACES, Juliette Garnier, Education, Minorities and Social Justice - EduMiJ, Murièle Jacquier, physics education, Séverine Perron, biology education, Marion van Brederode, Learning, Training and Professional Development in Education - AFORDENS, Yann Volpé, Professional Learning, Training, and Development in Education - AFORDENS
- PDF (French)

Articles

Addressed photography An experiential learning tool at the start of initial training

Géry Marcoux, AFORDENS team ‘Apprenticeship, training and professional development in education’, Yann Volpé, AFORDENS team ‘Apprenticeship, training and professional development in education’, Yann Vuillet, GRAFE team “Research Group for the Analysis of French as a Second Language”
- PDF (French)
A workshop-on-the-ground follow-up approach to didactic dilemmas in "French"

Pascal Boninsegni, Anne Monnier,
- PDF (French)
Graphic Novels in Alternating Settings From the Italian Teaching Workshop to the Classroom

Federica Rossi
- PDF (French)
Reflective Professional Analysis Can We Learn how to Teach through Observation without Conforming?

Jean-Sébastien Graulich, Léonard Rouiller
- PDF (French)
Tensions and gaps between arts education didactics training and classroom practices

Virginie Ruppin, Céline Mazzon, Apolline Torregrosa
- PDF (French)
“Going to a museum – but what’s the point ?” Training future teachers through museum visits as a bonding experience in a work-based initial teacher training curriculum

Yves Barblan,, Nahed Ghezraoui, Andreea Capitanescu Benetti, LIFE - Laboratoire Innovation Formation Education, Fabio Antonio Falcone, Research Team in Arts and Movement Education (DAM)
- PDF (French)
Analysis and Practice Regulation Seminars (SARP) as an Interface Between Field-Based Practice and University Effects of Co-Facilitation by School-Based and University-Based Teacher Educators

Yann Volpé, AFORDENS team: “Professional Learning, Training, and Development in Education”, Anne Billharz, university and field instructor, Loïc Maisonneuve, field trainer and academic, Faustine Roh, AFORDENS team: “Apprenticeship, Training, and Professional Development in Education”, Géry Marcoux, AFORDENS team “Apprenticeship, Training, and Professional Development in Education”
- PDF (French)
Imagining a new institution where the commonalities among teaching professions could be publicly addressed ?

Manuel Perrenoud
- PDF (French)
Training in School-Family Relationships Challenges in Work-Study Programs and Professional Tensions

Stéphanie Rienzo, Valérie Hutter
- PDF (French)
Co-developing a co-training programme for trainers of special needs teachers perspectives from university and in-practice trainers

Coralie Delorme, Annik Nguyen, Thibaut Colin, Mathieu Mehareche, Roland Emery, Vincent Vincent Boutière
- PDF (French)

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