Vol. 59 No. 2 (2025)

View Vol. 59 No. 2 (2025)

Published: 2025-07-03

Full Issue

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Editorial

Éditorial

1-6
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Editorial

7-12
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Articles

The effects of developmental co-teaching on education trainees: A literature review

Mélissa Fortier, Philippe Tremblay

13-42
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The question of identity dynamics in a voluntary professional reconversion process. The case of second career primary school teachers

Valérie Moinet, Mariane Frenay, Isabel Raemdonck, Virginie März

43-66
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Collaborative practices of special needs teachers working in high schools

Noémia Ruberto, Judith Beaulieu, André C. Moreau, Fannie Doré-Turgeon

67-91
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Improvement of two training-support devices to implement programs for students with a specific reading and writing difficulty

Myriam Fontaine, Gabrielle Livernoche, André C. Moreau, Élisabeth Boily

92-118
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Practicing philosophical dialogue with adolescents: How to foster greater awareness of learning in students

Mathieu Gagnon, Adolfo Agundez-Rodriguez, Amélie Richard, Laurent Theis, Olivier Michaud

119-142
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Determinants of pedagogical innovation in higher education: Initial exploration of factors for a varied and active pedagogy

Myriam Girouard-Gagné, Noémie Deschênes, Olivier Bégin-Caouette, Glen Alan Jones, Grace Karram Stephenson, Amy Metcalfe

143-168
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Adolescents’ and parents’ perceptions of parental monitoring as predictors of academic functioning at the end of high school

Guillaume Gagné-Legault, Catherine Cimon-Paquet, Marie-Hélène Véronneau

169-192
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The Congolese school as a driver of peace? An analysis of the attitudes of secondary school teachers in eastern Democratic Republic of the Congo

Justin Sheria Nfundiko, Line Kuppens, Arnim Langer

193-217
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Qualitative evaluation of a network mobilizing knowledge on equity in education: Possibilities and limitations

Jo Anni Joncas, Raphaël Gani, Nicholas Ng-A-Fook

218-241
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Psychological well-being of vocational training students during their transition to employment: The role of emotional competence and educational success

Sasha Voyer, Marie-Hélène Véronneau

242-264
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Assessing French-speaking preschool children’s language skills: Comparing personal narrative with conversation during symbolic play

Marianne J. Paul, Noémie Mercier, Stéphanie Girard, Stefano Rezzonico

265-289
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Potential effects of an arts and science interdisciplinary intervention on kindergarten children’s construction of scientific concepts

Édith Allard, Ghislain Samson

290-314
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The agency of pedagogical consultants in a networked community of practice

Michelle Deschênes, Séverine Parent

315-339
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Notes from the Field

Integrating task-based language teaching in the classroom: A task proposal for learners of French as an additional language in elementary school

Rachelle Dutil, Caroline Payant

340-352
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