S. Chaliès and M. Durand, L'utilit?? discut??e du tutorat en formation initiale des enseignants, Recherche & Formation, vol.35, issue.1, 2000.
DOI : 10.3406/refor.2000.1678

R. Etienne, P. Perrenoud, and M. Altet, Sous presse) Former des enseignants professionnels à 7 l'université : Quelles tensions ? Quelles modalités ? Quelles conditions

P. Perrenoud, M. Altet, C. Lessard, and L. Paquay, Conflits de savoirs en formation des 9 enseignants. Entre savoirs issus de la recherche et savoirs issus de l'expérience, 2008.

C. Mullen, Constructing co-mentoring partnership: Walkways we must travel. Theory into Practice, pp.39-43, 2000.
DOI : 10.1207/s15430421tip3901_2

V. Vescio, D. Ross, and A. Adams, A review of research on the impact of professional learning 13 communities on teaching practice and student learning. Teaching and Teacher Education, pp.80-91, 2008.

C. Sim, Preparing the professional experiences incorporating preservice teachers as communities of 15 practice. Teacher and Teaching Education, pp.77-83, 2006.

E. Wenger, Communities of practice, p.17, 1998.
DOI : 10.1017/CBO9780511803932

C. Paris and S. Gespass, Examining the Mismatch between Learner-Centered Teaching and Teacher-Centered Supervision, Journal of Teacher Education, vol.6, issue.3, pp.398-412, 2001.
DOI : 10.1177/0022487101052005006

E. M. Weiss and S. Weiss, Doing reflective supervision with student teachers in a professional 20 development school culture. Reflective Practice, pp.125-154, 2001.

V. Bedin, A. Jorro, T. Kwan, and F. Lopez-real, L'évaluation ? conseil en éducation et formation. Les Dossiers des 22 Sciences de l'Education, 18, Mentors' perceptions of their roles in mentoring student teachers. Asia- 24 Pacific Journal of Teacher Education, pp.23-275, 2005.

M. Strong and W. D. Baron, An analysis of mentoring conversations with beginning teachers: Suggestions 26 and responses. Teaching and Teacher Education, Mythes d'accompagnement et représentations des pratiques de tutorat dans la formation 28 des maîtres. Recherche et Formation, pp.25-47, 2004.

D. Jong and O. , The Teacher Trainer as Researcher: Exploring the initial pedagogical content concerns of prospective science teachers, European Journal of Teacher Education, vol.23, issue.2, pp.127-137, 2000.
DOI : doi: 10.3102/00346543054002143

E. Hebert and T. Worthy, Does the first year of teaching have to be a bad one? A case study of success. 32 Teaching and Teacher Education, pp.897-911, 2001.

T. Allen, R. Day, and E. Lentz, The role of interpersonal comfort in mentoring relationships, Journal 34 of Career Development, pp.31-155, 2005.

A. Awaya, H. Mcewan, D. Heyler, S. Linsky, D. Lum et al., Mentoring as a journey, 36 Teaching and Teacher Education, pp.45-56, 2003.
DOI : 10.1016/S0742-051X(02)00093-8

L. Ria and S. Chaliès, Dynamique émotionnelle et activité, 2003.

S. Intrator, Beginning Teachers and the Emotional Drama of the Classroom, Journal of Teacher 40 Education, pp.232-239, 2006.
DOI : 10.1177/0022487105285890

B. Achinstein, C. Blaya, and A. Baudrit, New teacher and mentor political literacy: Reading, navigating and transforming 42 induction contexts. Teachers and Teaching: Theory and Practice Le mentorat des enseignants en début de carrière : entre nécessité et 44 faisabilité ? Recherche et Formation, pp.123-138, 2006.
DOI : 10.1080/13450600500467290

G. Kelchtermans and K. Ballet, The micropolitics of teacher education. A narrative-biographical study 46 on teacher socialisation. Teaching and Teacher Education, pp.45-105, 2002.

P. Roux and T. , Accompagnement des enseignants en formation initiale : le point de vue des formés 3, 2007.

A. Wood, The importance of principals: site administrator's roles in novice teacher education, 2005.

L. Darling-hammond, An essay-review of Professional Development Schools: School for 7 developing a profession, 1994.

L. Scherff, Disavowed the stories of two novice teachers. Teaching and Teacher Education, pp.1317-1332, 2008.

C. J. Siebert, A. Clark, A. Kilbridge, and H. Peterson, When preservice teachers struggle or fail, p.11, 2006.

T. Smith and R. Ingersoll, What are the effects of induction and mentoring on beginning teacher 13 turnover ?, Mentor teachers' perspective. Education, pp.409-422, 2004.

Y. Heung-ling, Mentoring student-teacher case studies. Early Child Development and Care, pp.173-206, 2003.

J. Trohel, S. Chaliès, J. Saury, J. Young, R. V. Bullough et al., La dynamique des interactions tuteurs stagiaires en situation de 17 conseil pédagogique. Savoirs Novice teacher growth and 19 personal models of mentoring: Choosing compassion over inquiry. Mentoring and Tutoring When conceptions collide: Constructing a community of inquiry for teacher 21 education in British Columbia Making sense of a failed triad: Mentors, university supervisors and 23 positioning theory Developing reflective practice in student teachers: collaboration and 25 critical partnerships, Teachers and Teaching: Theory and Practice, pp.121-140, 2001.
DOI : 10.3917/savo.005.0119

S. Leshem, Novices and veterans journeying into real-world teaching: How veteran learns from 27 novice. Teaching and Teacher Education, pp.204-215, 2008.
DOI : 10.1016/j.tate.2006.07.010

I. Vinatier, La figure du praticien réflexif dans des entretiens de conseil : analyse de la dynamique 29, 2006.

J. R. Ward and S. Mccotter, compétences : quels savoirs ? Quels individus ? Paris, mars Reflection as a visible outcome for preservice teachers, pp.31-243, 2004.
DOI : 10.1016/j.tate.2004.02.004

C. S. Collins, Envisaging a new education studies major: What are the core educational knowledges to 34 be addressed in pre-service teacher education? Asia-Pacific Journal of Teacher Education Helping novice learn to teach. Lessons from an exemplary support teacher, Journal of Teacher Education, vol.32, issue.521, pp.36-53, 2001.

T. Hascher, Y. Cocard, and P. Moser, Forget about theory-practice is all? Student teachers' learning in 38 practicum. Teachers and Teaching: Theory and Practice, pp.623-637, 2004.
DOI : 10.1080/1354060042000304800

Y. F. Tang, S. Wai-kwan-chow, A. Maclean, R. White, and S. , Communicating feedback in teaching practice supervision 40 in a learning-oriented field experience assessment framework. Teaching and Teacher Education Video reflection and the formation of teacher identity in a team of pre- 42 service and experienced teachers Reflective Practice, pp.1066-1085, 2007.

J. Hermann-wilmarth, Listening to Anthony: The Case of a Disruptive Preservice Teacher, Journal of 44 Teacher Education, pp.471-481, 2005.
DOI : 10.1177/0022487105281180

E. Kaminski, Promoting Pre-service Teacher Education Students' Reflective Practice in Mathematics, Asia-Pacific Journal of Teacher Education, vol.36, issue.1, 2003.
DOI : 10.2307/748845

A. Corley and A. Thorne, Reflecting on practice: a partnership approach, Reflective Practice, vol.1, issue.2, pp.231-237, 2005.
DOI : 10.1177/1350507698292004

F. Gomez, De l???analyse du travail ?? l???analyse des pratiques enseignantes, Recherche & Formation, vol.47, issue.1, pp.47-105, 2004.
DOI : 10.3406/refor.2004.1933

P. Hennissen, F. Crasborn, N. Brouwer, F. Korthagen, and T. Bergen, Mapping mentor teachers??? roles in mentoring dialogues, Educational Research Review, vol.3, issue.2, pp.168-186, 2008.
DOI : 10.1016/j.edurev.2008.01.001

URL : http://dspace.library.uu.nl:8080/handle/1874/31769

F. Kohler, J. Henning, J. Usma-wilches, J. Loughran, R. N. Stanulis et al., Preparing preservice teachers to make instructional 19 decisions: An examination of data from the teacher work sample. Teaching and Teacher Education A response to " reflecting on the self, Reflective Practice Jumping in: Trust and communication in mentoring student teachers. 23 Teaching and Teacher Education, pp.43-53, 2000.

S. Bertone, S. Chaliès, A. Clarke, and J. A. Méard, The Dynamics of Interaction During Post???lesson Conferences and the Development of Professional Activity: Study of a pre???service physical education teacher and her co???operating teacher, Asia-Pacific Journal of Teacher Education, vol.2, issue.2, pp.245-264, 2006.
DOI : 10.1080/13598660600720660

M. Parker-katz and M. Bay, Conceptualizing mentor knowledge: Learning from the insiders. Teaching 28 and Teacher Education, pp.1259-1269, 2008.
DOI : 10.1016/j.tate.2007.05.006

J. Loughran, A. Berry, and W. Hastings, Modelling by teacher educators. Teaching and Teacher Education Emotions and the practicum: The cooperating teachers' perspective, pp.31-32, 2004.
DOI : 10.1016/j.tate.2004.12.005

C. Forbes, Peer mentoring in the development of beginning secondary science teachers: three case studies, Mentoring & Tutoring: Partnership in Learning, vol.67, issue.2, pp.33-219, 2004.
DOI : 10.1080/00228958.2003.10516393

L. Orland-barak and S. Klein, The expressed and the realized: Mentors??? representations of a mentoring conversation and its realization in practice, Teaching and Teacher Education, pp.379-402, 2005.
DOI : 10.1016/j.tate.2004.05.003

L. Orland-barak, Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice, Journal of Teacher Education, vol.56, issue.4, pp.355-366, 2005.
DOI : 10.1177/0022487105279566

C. Beck and C. Kosnik, Associate Teachers in Pre-service Education: Clarifying and enhancing their role, Journal of Education for Teaching, vol.26, issue.3, pp.207-224, 2000.
DOI : 10.1080/713676888

R. V. Bullough, Being and becoming a mentor: School-based teacher educators and teacher educator 42 identity. Teaching and Teacher Education, pp.41-143, 2005.
DOI : 10.1016/j.tate.2004.12.002

P. Smagorinsky, L. S. Cook, A. Y. Jackson, and P. G. Fry, Tensions in Learning to Teach, Journal of Teacher Education, vol.55, issue.1, pp.43-44, 2004.
DOI : 10.1177/0022487103260067

A. Clarke, The nature and the substance of cooperating teacher reflection. Teaching and Teacher 46 Education, pp.910-921, 2006.

D. Yayli, Theory-practice dichotomy in inquiry: Meanings and preservice teacher-mentor teacher 48 tension in Turkish literacy classrooms. Teaching and Teacher Education, pp.889-900, 2008.
DOI : 10.1016/j.tate.2007.10.004

C. L. Carver and D. S. Katz, Teaching at the Boundary of Acceptable Practice: What is a New Teacher Mentor to Do?, Journal of Teacher Education, vol.55, issue.5, pp.449-462, 2004.
DOI : 10.1177/0022487104269524

F. Crasborn, P. Hennissen, N. Brouwer, F. Korthagen, and T. Bergen, Promoting versality in mentor 3 teachers' use of supervisory skills. Teaching and Teacher Education, pp.499-514, 2008.

C. Kyriacou, E. Avramidis, H. Hoie, P. Stephens, and A. Hultgren, The development of student teachers' views on pupil misbehaviour during an initial teacher training programme in England and Norway, Journal of Education for Teaching, vol.40, issue.1, 2007.
DOI : 10.1080/02607470701450288

E. A. Davis, Characterizing productive reflection among preservice elementary teachers: seeing what 8 matters. Teaching and Teacher Education, pp.281-301, 2006.
DOI : 10.1016/j.tate.2005.11.005

E. Shoham, S. Penso, and N. Shiloah, Novice Teachers' Reasoning when Analysing Educational Cases, Asia-Pacific Journal of Teacher Education, vol.31, issue.3, 2003.
DOI : 10.1080/0955236032000149346

. Asia-pacific, Belief change towards self-directed learning in student teachers: Immersion in 12 practice or reflection on action, pp.31-195, 2000.

Y. F. Tang and S. , Challenge and support: the dynamics of student teachers??? professional learning in the field experience, Teaching and Teacher Education, vol.19, issue.5, pp.483-498, 2003.
DOI : 10.1016/S0742-051X(03)00047-7

A. Franke, L. O. Dahlgren, S. Nierstheimer, S. Davis-lenski, P. Kolloff et al., Conceptions of mentoring: An empirical study of conceptions of 16 mentoring during the school-based teacher education. Teaching and Teacher Education Washing our students clean, Journal of 18 Teacher Education, pp.627-641, 1996.

J. Loughran, J. Brown, and B. Doecke, Continuities and discontinuities: The transition from pre- 22 service to first year teaching. Teachers and Teaching: Theory and Practice, pp.7-23, 2001.
DOI : 10.1080/13540600125107

A. Roehrig, C. Bohn, J. Turner, and M. Pressley, Mentoring beginning primary teachers for 24 exemplary teaching practices. Teaching and Teacher Education A vygotskian perspective on teacher education, Journal 26 of Curriculum Studies, pp.684-702, 2005.
DOI : 10.1016/j.tate.2007.02.008

A. Swennen, T. Jorg, F. Korthagen, A. Edwards, L. Protheroe et al., Studying student teachers' concerns, combining image-based 28 and more traditional research techniques Teaching by proxy: Understanding how mentors positioned in 30 partnership Pedagogical content knowledge: how do student teachers identify and describe the causes 32 of their pupils' learning difficulties?, European Journal of Teacher Education Oxford Review of Education Asia-Pacific Journal of Teacher Education, vol.2785, issue.301, pp.265-283, 2002.

A. R. Freese, Reframing one's teaching: Discovering our teacher selves through reflection and 34 inquiry. Teaching and Teacher Education, pp.100-119, 2006.
DOI : 10.1016/j.tate.2005.07.003

T. Grainger, J. Barnes, and S. Scoffham, A creative cocktail: creative teaching in initial teacher education, Journal of Education for Teaching: International Research and Pedagogy, vol.30, issue.3, pp.243-253, 2004.
DOI : 10.1080/0260747042000309475

A. Zanting, N. Verloop, and J. D. Vermunt, Student teachers eliciting mentors practical knowledge and 38 comparing it to their own beliefs. Teaching and Teacher Education, pp.725-740, 2001.
DOI : 10.1016/s0742-051x(01)00026-9

M. Lunenberg and F. Korthagen, Teacher educators and student-directed learning. Teaching and 40 Teacher Education, pp.29-44, 2003.
DOI : 10.1016/s0742-051x(02)00092-6

URL : http://dspace.library.uu.nl:8080/handle/1874/29452

P. C. Meijer, A. Zanting, N. J. Verloop, and M. Martin, How Can Student Teachers Elicit Experienced Teachers' Practical Knowledge?: Tools, Suggestions, and Significance, Journal of Teacher Education, vol.53, issue.5, pp.406-419, 2002.
DOI : 10.1177/002248702237395

B. Achinstein and S. Athanases, Focusing new teachers on diversity and equity: Toward a knowledge 46 base for mentors. Teaching and Teacher Education, pp.843-862, 2005.
DOI : 10.1016/j.tate.2005.05.017

C. Mullen, Disabilities Awareness and the Pre-service Teacher: A blueprint of a mentoring intervention, Journal of Education for Teaching, vol.27, issue.1, pp.39-61, 2001.
DOI : 10.1080/02607470120042537

A. Clarke and S. Jarvis-selinger, What the teaching perspectives of cooperating teachers tell us about 3 their advisory practices. Teacher and Teaching Education, pp.65-78, 2005.

M. Durand, Développement personnel et accès à une culture professionnelle en formation initiale 5, 2000.

J. Wang, M. Strong, and S. J. Odell, Mentor-novice conversations about teaching: A comparison of two 8, 2004.

A. Williams, S. Prestage, and J. Bedward, Individualism to Collaboration: The significance of teacher culture to the induction of newly qualified teachers, Journal of Education for Teaching, vol.27, issue.3, pp.253-267, 2001.
DOI : 10.1080/02607470120091588

S. Bertone, J. Méard, J. Euzet, L. Ria, and M. Durand, Intrapsychic conflict, p.12, 2003.

S. Chaliès, L. Ria, S. Bertone, J. Trohel, and . Durand, Interactions between preservice and 15 cooperating teachers and knowledge construction during post-lesson interviews. Teaching and Teacher 16 Education, pp.20-765, 2004.

P. Ponte, J. Ax, D. Beijaard, and T. Wubbels, Teachers' development of professional knowledge 18 through action research and the facilitation of this by teacher educators. Teaching and Teacher Education, pp.571-588, 2004.

A. Zanting, N. Verloop, and J. D. Vermunt, Using interviews and concept maps to access mentor 21 teachers' practical Knowledge. Higher Education, pp.195-214, 2003.
DOI : 10.1080/13540600309383

D. E. Arredondo and T. E. Rucinski, Using structured interactions in conferences and journals to promote 23 cognitive development among mentors and mentees Clinical supervision in a Standards-Based Environment: Opportunities and challenges, Journal of Curriculum and Supervision Journal of Teacher Education, vol.13, issue.523, pp.300-327, 1998.

F. Christie, T. Conlon, T. Gemmell, and A. Long, Effective partnership? Perceptions of PGCE student teacher supervision, European Journal of Teacher Education, vol.27, issue.2, pp.109-123, 2004.
DOI : 10.1080/02607479650038418

B. Levin and T. Rock, The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools, Journal of Teacher Education, vol.100, issue.1, pp.135-149, 2003.
DOI : 10.1177/0022487102250287

M. Cochran-smith and S. L. Lytle, Relationships of Knowledge and Practice: Teacher Learning in Communities, Review of Research in Education, vol.24, issue.1, pp.249-305, 1999.
DOI : 10.2307/1167272

M. Beattie, Educational Leadership: Modeling, mentoring, making and re-making a learning community, European Journal of Teacher Education, vol.30, issue.1, pp.199-221, 2002.
DOI : 10.1007/978-94-011-4942-6_15

D. Grisham, J. Ferguson, and B. Brink, Mentoring the mentors: student teachers' contributions to the middle school classroom, Mentoring & Tutoring: Partnership in Learning, vol.20, issue.3, pp.307-319, 2004.
DOI : 10.1017/CBO9780511815355

M. D. Burbank, D. Kauchak, C. J. Eick, F. N. Ware, and P. G. Williams, An alternative model for professional development : Investigations 37 into effective collaboration. Teaching and Teacher Education Coteaching in a science methods course. A situated learning 39 model of becoming a teacher, Journal of Teacher Education, vol.19110, issue.541, pp.499-514, 2003.
DOI : 10.1016/s0742-051x(03)00048-9

F. K. Kochan and S. Trimble, From mentoring to co-mentoring: Establishing collaborative 41 relationships. Theory into Practice, pp.20-28, 2000.
DOI : 10.1207/s15430421tip3901_4

F. K. Kochan and R. C. Kunkel, The learning coalition: Professional Development Schools in 43, 1998.

C. Mullen, D. Lick, W. M. Roth, and K. Tobin, New directions in mentoring: Creating a culture of synergy Learning to teach science as practice. Teaching and Teacher Education, pp.47-741, 1999.

C. Giebelhaus and C. Bowman, Teaching Mentors: Is It Worth the Effort?, The Journal of Educational Research, vol.71, issue.4, 2002.
DOI : 10.1007/BF00125149

S. Veenman, E. Denessen, J. Gerrits, and J. Kenter, Evaluation of a Coaching Programme for Cooperating, Educational Studies, vol.27, issue.3, pp.317-340, 2001.
DOI : 10.17763/haer.57.1.j18v7162275t1w3w

J. Jipson and N. Paley, Because no one gets where alone: Collaboration as co-mentoring, 2000.
DOI : 10.1207/s15430421tip3901_6

K. Scantlebury, J. Gallo-fox, B. S. Wassell, E. Flavier, and S. Bertone, Coteaching as a model for preservice secondary science 10 teacher education. Teaching and Teacher Education Vers une rénovation de la situation traditionnelle de conseil 12 pédagogique, Ejrieps, vol.24, issue.12, pp.18-33, 2007.
DOI : 10.1016/j.tate.2007.10.008

E. Ottesen, Teachers " in the making " : Building accounts of teaching. Teaching and Teacher 14 Education, pp.612-623, 2007.

K. A. Johnson, R. V. Bullough, J. Young, J. Birrell, D. Clark et al., Every experience is a moving force " : Identity and growth through mentoring. 16 Teaching and Teacher Education, pp.787-800, 2003.
DOI : 10.1016/j.tate.2003.06.003

S. Brunetti and M. Welling, Peer Teaching, Hispania, vol.56, issue.3, pp.57-73, 2003.
DOI : 10.2307/339256

A. Manouchehri, Developing teaching knowledge through peer discourse. Teaching and Teacher 21 Education, pp.715-737, 2002.
DOI : 10.1016/s0742-051x(02)00030-6

K. Walsh and L. Elmslie, Practicum pairs: an alternative for first field experience in early childhood teacher education, Asia-Pacific Journal of Teacher Education, vol.26, issue.1, pp.22-27, 2005.
DOI : 10.1037/11193-000

S. Dennison, A win-win peer mentoring and tutoring program: A collaborative model. The Journal 25 of Primary Prevention, pp.161-174, 2000.

J. Jenkins and M. Veal, Preservice Teachers??? PCK Development during Peer Coaching, Journal of 27 Teaching in Physical Education, pp.56-73, 2002.
DOI : 10.1123/jtpe.22.1.49

N. Webb and A. Mastergeorge, Promoting effective helping behavior in peer-directed groups, International Journal of Educational Research, vol.39, issue.1-2, pp.73-97, 2003.
DOI : 10.1016/S0883-0355(03)00074-0

D. Johnson and R. Johnson, Making cooperative learning work. Theory into Practice, pp.67-74, 1999.
DOI : 10.1080/00405849909543834

C. Fei-ching, J. Huo-ming, J. Nokes, R. Bullough, W. Egan et al., Exploration of peer facilitator dynamics in two contrasting groups. 34 Instructional Science The paired-placement of student 36 teachers: An alternative to traditional placements in secondary schools, pp.419-446, 2004.

C. J. Eick, Job sharing their first year: a narrative of two partnered teachers' induction into middle 39 school science teaching. Teaching and Teacher Education, pp.38-887, 2002.

C. Glazer, L. Abbott, and J. Harris, A teacher developed process for collaborative professional 41 reflection. Reflective Practice, pp.33-46, 2004.

U. Talvitie, L. Peltokallio, and P. Männistö, Student Teachers' Views about their Relationships with University Supervisors, Cooperating Teachers and Peer Student Teachers, Scandinavian Journal of Educational Research, vol.57, issue.1, pp.79-88, 2000.
DOI : 10.1016/0742-051X(94)00014-W

S. Leshem and V. Trafford, Stories as mirrors: reflective practice in teaching and learning, Reflective Practice, vol.25, issue.1, p.46, 2006.
DOI : 10.1080/14623940500489567

B. Hamre and C. Oyler, Preparing teachers for inclusive classrooms, Journal of Teacher Education, vol.1, issue.2, pp.55-154, 2004.

C. Aufschnaiter, Interactive processes between university students: Structures of interactions and 3 related cognitive development, Research in Science Education, vol.33, issue.3, pp.341-374, 2003.
DOI : 10.1023/A:1025452430958

J. Harrison, S. Dymoke, and T. Pell, Mentoring beginning teachers in secondary schools: An analysis 5 of practice. Teaching and Teacher Education, pp.1055-1067, 2006.

J. Worthy, ???It didn't have to be so hard???: the first years of teaching in an urban school, International Journal of Qualitative Studies in Education, vol.57, issue.3, 2005.
DOI : 10.1080/10862960109548113

C. Bezzina and S. Testa, Establishing schools as professional learning communities: perspectives from Malta, European Journal of Teacher Education, vol.69, issue.2, 2005.
DOI : 10.3102/0013189X030003023

J. Malta, Restructuring schools as a context for teacher learning, European Journal of Teacher Education International Journal of 11 Educational Research, vol.28, issue.37, pp.141-150, 2002.

A. Bryk, E. Campburn, and K. Louis, Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences, Educational Administration Quarterly, vol.19, issue.2, pp.751-781, 1999.
DOI : 10.1177/0013161X99355004

J. Scribner, S. Cockrell, K. Cockrell, D. Valentine, and J. , Creating professional communities in 15 schools through organizational learning: An evaluation of a school improvement process, p.16, 1999.

L. Shulman and M. Sherin, Fostering communities of teachers as learners: disciplinary perspectives, Journal of Curriculum Studies, vol.28, issue.2, pp.135-140, 2004.
DOI : 10.1037/0022-0663.83.1.73

M. Beattie and D. Thiessen, School???based restructuring and curriculum change: teachers??? and students??? contrasting perspectives, Curriculum Journal, vol.16, issue.3, pp.411-440, 1997.
DOI : 10.1080/0958517970080306

L. Mulle, Preservice teachers' inquiry in a Professional Development School context : Implications 22 in the practicum. Teacher and Teaching Education, pp.205-218, 2006.

C. Bezzina, Rethinking teachers' professional development in Malta: agenda for the twenty-first century, Journal of In-Service Education, vol.95, issue.1, pp.25-57, 2002.
DOI : 10.1108/09513540010373144

M. King, F. Newmann, M. J. Huysman, P. Sleegers, and B. Witziers, Will teacher learning advance school goals? Phi Delta Kappa An organization learning approach to the learning organization European Journal of 30 Work and Organization Psychology The tension between organisational sub-structures in 32 secondary schools and educational reform. School Leadership and Management Teachers' professional development in the context of high school reform: Findings from a 34 three years study of restructuring schools Factors affecting teacher's participation in professional learning activities, Teaching 36 and Teacher Education, pp.27-576, 1999.

H. Borko, R. Elliott, and K. Uchiyama, Professional development : A key to Kentucky's educational 38 reform effort. Teaching and Teacher Education, pp.969-987, 2002.

C. Arnaud and C. Vanwildemeersch, Alternance intégrative et individualisation. Développer 40 l'organisation apprenante en CFA. Education Permanente, pp.43-52, 2007.

H. Sandholtz, J. Krecic, M. J. Grmek, and M. I. , Interdisciplinary team teaching as a form of professional development Cooperative learning and team culture in schools : Conditions for 44 teachers' professional development, 42 Teacher Education Quarterly, pp.39-54, 2000.

J. Spindler and C. Biott, Target setting in the induction of newly qualified teachers: emerging colleagueship in a context of performance management, Educational Research, vol.42, issue.3, pp.275-285, 2000.
DOI : 10.1080/001318800440605

M. Clement and R. Vandenberghe, How School Leaders can Promote Teachers' Professional Development. An Account from the Field, School Leadership & Management, vol.29, issue.1, pp.43-57, 2001.
DOI : 10.1086/461587

J. Phillion and M. Connely, Narrative, diversity, and teacher education, Teaching and Teacher Education, vol.20, issue.5, 2004.
DOI : 10.1016/j.tate.2004.04.004

E. Wood and N. Benett, Changing theories, changing practice: Exploring early childhood teachers' 5 professional learning. Teaching and Teacher Education, pp.635-647, 2000.
DOI : 10.1016/s0742-051x(00)00011-1

J. P. Scribner, Professional Development: Untangling the Influence of Work Context on Teacher Learning, Educational Administration Quarterly, vol.57, issue.2, pp.238-266, 1999.
DOI : 10.1177/0013161X99352004

E. C. Wenger and W. M. Snyder, Communities of practice: The organization frontier, Business Review, vol.78, pp.139-145, 2000.
DOI : 10.1017/CBO9780511803932

J. Shulman, R. Rueda, and L. Monzo, From inspired vision to impossible dream : The dangers of imbalanced mentoring Apprenticeship for teaching: professional development issues surrounding 13, Journal of Teacher Education, vol.11166, issue.12, pp.393-406, 2002.

K. Smith, L. Ari, and L. , The place of the practicum in pre???service teacher education: the voice of the students, Asia-Pacific Journal of Teacher Education, vol.26, issue.3, pp.503-517, 2005.
DOI : 10.1177/002248710005100205

M. Clement and R. Vandenberghe, Teachers' professional development: A solidary or collegial 18 (ad)venture? Teacher and Teaching Education, pp.81-101, 2000.
DOI : 10.1016/s0742-051x(99)00051-7

M. Cochran-smith, K. M. Zeichner, T. Blankenship, and B. , Studying teacher education: The report of the AERA 20 panel on research and teacher education, Taking the next step: Connecting teacher education, 22 research on teaching, and program assessment. Teaching and Teacher Education, pp.1098-1111, 2005.

F. Merhan, C. Ronveaux, S. M. Vanhulle, J. Mayer-smith, and B. Moon, Alternances en formation A critical analysis of the research on learning to teach, p.25, 1998.

A. Schepens, A. Aelterman, H. Van-keer, E. Brisard, and R. Malet, Studying learning processes of student teachers with 29 stimulated recall interview through changes in interactive cognitions. Teaching and Teacher Education, La formation professionnelle des enseignants en France et au Royaume Uni, pp.28-457, 2003.

F. Korthagen, J. Loughran, and M. Lunenberg, Teaching teachers-studies into the expertise of teacher 34 educators: An introduction to this theme issue. Teaching and Teacher Education, pp.107-115, 2005.

D. W. Maandag, J. Folkert-deinum, A. W. Hofman, J. Buitink, and P. Perrenoud, Teacher education in schools: An 36 international comparison Articulation théorie-pratique et formation de praticiens réflexifs en alternance, European Journal of Teacher Education, vol.30178, issue.37, pp.151-173, 2001.
DOI : 10.1080/02619760701275552

L. Darling-hammond, Paris: Seli Arslan Constructing 21 st -Century Teacher Education, Alternance et complexité en formation Journal of Teacher 40 Education, pp.10-27, 2006.
DOI : 10.1177/0022487105285962

M. P. Ben-peretz and C. Stephen, Curriculum of teacher education programs International 42 encyclopedia of teaching and teacher education A role for practising teachers in initial teacher education, pp.543-547, 1995.

C. Hahn, Construire le lien entre pratiques professionnelles et savoirs théoriques dans 46 l'enseignement supérieur. Education Permanente, pp.39-44, 2007.

F. Korthagen, J. Loughran, and T. Russell, Developing fundamental principles for teacher education 1 programs and practices. Teaching and Teacher Education, pp.1020-1041, 2006.
DOI : 10.1016/j.tate.2006.04.022

URL : http://dspace.library.uu.nl:8080/handle/1874/19340

A. Hargreaves, Changing teachers, changing times: Teachers' work and culture in the postmodern 3 age, 1994.

M. Lunenberg, M. Snoek, and A. Swennen, Between Pragmatism and Legitimacy: Developments and dilemmas in teacher education in The Netherlands, European Journal of Teacher Education, vol.22, issue.2, pp.251-260, 2000.
DOI : 10.1080/02619760120049139

K. Zeichner, Reflections of a University-Based Teacher Educator on the Future of College- and University-Based Teacher Education, Journal of Teacher Education, vol.57, issue.3, pp.326-340, 2006.
DOI : 10.1177/0022487105285893

R. V. Bullough, R. J. Draper, L. Smith, and J. R. Birrell, Moving beyond collusion: Clinical faculty 9 and university/public school partnership. Teaching and Teacher Education, pp.505-521, 2004.
DOI : 10.1016/j.tate.2004.04.007

F. Larose, Y. Lenoir, V. Grenon, and C. Spallanzani, Les représentations des futurs enseignants 11, 2000.

E. K. Wilson, The impact of an alternative model of student teacher supervision: Views of the 14 participants. Teaching and Teacher Education, pp.22-31, 2006.

H. Sandholtz and J. , Inservice training or professional development: Contrasting opportunities 16 in a school/university partnership. Teaching and Teacher Education, pp.815-830, 2002.

B. Zheng and L. Webb, A new model of student teacher supervision: perceptions of supervising 18 teachers. Paper presented at the annual meeting of mid-south educational research association, Bowling Green, pp.19-34, 2000.

J. Furlong, G. Whitty, C. Whiting, S. Miles, L. Barton et al., Re-defining Partnership: Revolution or reform in initial teacher education?, Journal of Education for Teaching, vol.22, issue.1, pp.39-55, 1996.
DOI : 10.1080/02607479650038418

D. K. Johnston, R. Duvernoy, P. Mcgill, and J. F. Will, Educating teachers together: Teachers as 23 learners, talkers and collaborators. Theory into Practice, pp.173-178, 1996.
DOI : 10.1080/00405849609543720

M. Johnston and B. Kirschner, This issue: The challenges of school/university collaboration, Theory Into Practice, vol.35, issue.3, p.25, 1996.
DOI : 10.1080/00405849609543716

Z. Deng, The role of theory in teacher preparation: an analysis of the concept of theory application, Asia-Pacific Journal of Teacher Education, vol.15, issue.2, pp.143-157, 2004.
DOI : 10.1080/0305764920220310

J. Walkington, Becoming a teacher: encouraging development of teacher identity through reflective practice, Teacher professional development in changing conditions, pp.53-64, 2005.
DOI : 10.1080/135986600109417

L. Teitel, An Assessment Framework for Professional Development Schools: Going Beyond the Leap of Faith, Journal of Teacher Education, vol.52, issue.1, pp.57-69, 2001.
DOI : 10.1177/0022487101052001006

K. Zeichner, C. Gilles, and J. Wilson, Beyond traditional structures of student teaching Teacher Education Quaterly, 59- 37 64 Receiving as well as giving: Mentors' perceptions of their professional 39 development in one teacher induction program, Mentoring and Tutoring, pp.87-106, 2002.

L. Clavier, Evaluer et former dans l'alternance. De la rupture aux interactions, pp.41-42, 2001.

C. Allard, P. Goldblatt, J. Kemball, S. Kendrick, K. Millen et al., Becoming a reflective community of practice, Reflective Practice, vol.62, issue.3, pp.299-314, 2007.
DOI : 10.1080/1354060950010104

P. Astier, A. Tigchelaar, and F. Korthagen, Alternance construite, prescrite, vécue. Education Permanente Deepening the exchange of student teaching experiences, pp.137-145, 2004.

S. Rhine and J. Bryant, Enhancing pre???service teachers??? reflective practice with digital video???based dialogue, Reflective Practice, vol.57, issue.3, pp.345-358, 2007.
DOI : 10.1177/0022487103255010

T. Good, M. Mccaslin, H. Tsang, J. Zhang, C. Wiley et al., How Well Do 1st-Year Teachers Teach, Journal of Teacher Education, vol.42, issue.2, pp.410-430, 2006.
DOI : 10.1177/0022487106291566

J. Husu, A. Toom, and S. Patrikainen, Guided reflection as a means to demonstrate and develop 5 student teachers' reflective competencies. Reflective Practice, pp.37-51, 2008.
DOI : 10.1080/14623940701816642

L. Cornu, R. Ewing, and R. , Reconceptualising professional experiences in pre-service teacher 7, 2008.

H. Group, Tomorrow's schools: Principles for the design of professional schools, 1990.

M. Lansing and J. Goodlad, Teachers for our nation's schools, 1990.

E. H. Rice, The Collaboration Process in Professional Development Schools, Journal of Teacher Education, vol.64, issue.1, pp.55-67, 1990.
DOI : 10.1177/0022487102053001006

J. A. Ross, Professional Development Schools: Prospects for institutionalization. Teaching and 16 Teacher Education, pp.195-202, 1995.
DOI : 10.1016/0742-051x(95)00001-z

I. Abdal-haqq, Professional development schools: Weighing the evidence, p.18, 1998.

L. Darling-hammond, The quiet revolution: Rethinking teacher development, Leadership, vol.19215, issue.536, pp.4-11, 1920.

J. H. Sandholtz, Inservice training or professional development: Contrasting opportunities in a 22 school/university partnership. Teaching and Teacher Education, pp.815-830, 2002.

K. Zeichner, Rethinking the Practicum in the Professional Development School Partnership, Journal of Teacher Education, vol.31, issue.4, pp.296-307, 1992.
DOI : 10.1177/0022487192043004009

L. Darling-hammond, S. Castle, R. K. Fox, and K. O-'hanlan-souder, An essay-review of Professional Development Schools: School for developing a 27 profession (pp.28-49) New York: Teachers College Press Do Professional Development Schools (PDSs) make a 29 difference ? A comparative study of PDS and non PDS teacher candidates, Journal of Teacher Education, vol.28219, issue.30, pp.65-80, 2006.

A. Reynolds, S. M. Ross, and J. H. Rakow, Teacher retention, teaching effectiveness, and professional 32 preparation: A comparison of professional development school and non-professional development school 33 graduates. Teaching and Teacher Education, pp.289-303, 2002.

D. L. Grisham, B. Bergeron, B. Brink, N. Farnan, S. D. Lenski et al., Connecting 35 communities of practice through Professional Development School Activities, Journal of Teacher Education, vol.36, issue.3, pp.50-182, 1999.
DOI : 10.1177/002248719905000304

A. Rodgers and V. Keil, Restructuring a traditional student teacher supervision model: Fostering 38 enhanced professional development and mentoring within a Professional Development School context. Teaching 39 and Teacher Education, pp.63-80, 2007.
DOI : 10.1016/j.tate.2006.04.012

D. Yendol-silva, N. F. Dana, N. F. Dana, and D. Yendol-silva, Encountering new spaces: Teachers developing voice within a 41 Professional Development School The reflective educator's guide to classroom research: Learning to 43 teach and teaching to learn through practitioner inquiry Collaborative supervision in the Professional development School, Journal of Teacher Education, vol.55224225, issue.42, pp.128-140, 2001.

J. Snow-gerono, Professional development in a culture of inquiry: PDS teachers identify the 47 benefits of professional learning community. Teaching and Teacher Education, pp.46-241, 2005.

D. S. Ridley, S. Hurwitz, D. Hackett, M. Miller, and K. K. , Comparing PDS and campus based 3, 2005.

R. V. Bullough, D. Kauchak, and N. A. Crow, Is PDS based preparation really better ? Professional Development 6, preservice teacher preparation, pp.46-50, 1997.

L. Teitel, Separations, Divorces, and Open Marriages in Professional Development School Partnerships, Journal of Teacher Education, vol.52, issue.1, pp.85-96, 1998.
DOI : 10.1177/0022487198049002002

J. Peters, University-School Collaboration: Identifying faulty assumptions, Asia-Pacific Journal of Teacher Education, vol.4, issue.3, pp.229-242, 2002.
DOI : 10.1177/002248718904000202

L. Teitel, Professional Development Schools and the transformation of teacher leadership, pp.9-22, 1997.

E. K. Hess, An investigation of the facilitators of and the barriers to the collaboration process in 14 professional development schools (PDS): A meta-ethnography 1990-1998, p.15, 2000.

G. Washington-university, D. Washington, and R. Clark, Professional development schools: Policy and financing, pp.16-17, 1997.

D. Mulder, E. Rigsby, L. B. Deale, A. Deschryver, and N. , Teachers' voices on reflective practice. Reflective Practice, pp.267-285, 2002.

L. Garcia and N. Roblin, Innovation, research and professional development in higher education: 23 Learning from our own experience. Teaching and Teacher Education, pp.104-116, 2008.

J. Ryan, A. Scott, and L. Taylor, Integrating technology into teacher education: How online discussion can be 25 used to develop informed and critical literacy teachers How student teachers develop their understanding of teaching using ICT, Journal of 27 Education for Teaching: International Research and Pedagogy, pp.1635-1644, 2004.

D. Chetcuti, The use of portfolios as a reflective learning tool in initial teacher education: A 29, 2007.

J. Weiss, Le portfolio, instrument de légitimation et de formation Revue Française de Pédagogie, pp.31-42, 2000.

S. Wray, Teaching portfolios, community, and pre-service teachers' professional development. 33 Teaching and Teacher Education, pp.1139-1152, 2007.
DOI : 10.1016/j.tate.2006.10.004

K. Zeichner, E. F. Hutchinson, and G. Campbell-evans, Le rôle du portfolio de l'enseignant comme outil pour identifier et 35 développer les compétences des enseignants Recherche et Formation Ecrire sur sa pratique pour développer des compétences professionnelles Using interactive journal writing as a strategy for professional 39 growth, Asia-Pacific Journal of Teacher Education, vol.47, issue.301, pp.69-78, 2002.

S. Chitpin, The use of reflective journal keeping in a teacher education program: A Popperian 41 analysis. Reflective Practice, pp.73-86, 2006.

D. Trumbull and K. Fluet, What can be learned from writing about early field experiences? Teaching 43 and Teacher Education, pp.1672-1685, 2008.
DOI : 10.1016/j.tate.2007.12.001

H. Borko, J. Jacobs, E. Eiteljorg, M. E. Pittman, C. Rosaen et al., Video as a tool for fostering productive 45 discussions in mathematics professional development. Teaching and Teacher Education How does investigation of video 47 records change how teachers reflect on their experiences, Journal of Teacher Education, vol.24, issue.594, pp.417-436, 2008.

P. Maubant, Y. Lenoir, S. Routhier, A. Oliviera, V. Lisée et al., L'analyse des pratiques 1 d'enseignement: le recours à la vidéoscopie, pp.61-75, 2005.

J. Bourdeau, Vers une intégration pédagogique de la vidéocommunication dans la formation des 3 maîtres. Revue des Sciences de l'Education, pp.289-304, 2002.

S. Grosjean, La dynamique de la relation tutorale: du lien social en construction, 2006.

G. Nault, Une expérience de mentorat en ligne: des conseillères pédagogiques accompagnent des 7 enseignants novices. Formation et Profession, pp.18-30, 2004.

H. Kynäslahti, P. Kansanen, R. Jyrhämä, L. Krokfors, K. Maaranen et al., The multimode 9, 2006.

J. Price and L. Valli, Teaching and Teacher Education Preservice teachers becoming agents of change, Journal of Teacher Education, vol.22, issue.101, pp.246-256, 2005.

L. Valli, D. Butler, H. Novak-lauscher, S. Jarvis-selinger, and B. Beckingham, Connecting teacher development and school improvement: Ironic consequences of a 13 preservice action research course. Teaching and Teacher Education Collaboration and self 15 regulation in teachers' professional development, pp.115-130, 2000.

J. P. Dugal and Y. Léziard, La circulation des savoirs entre recherche et formation : l???exemple des concepts didactiques lors d???une action de formation de conseillers p??dagogiques, Revue fran??aise de p??dagogie, vol.149, issue.1, 2004.
DOI : 10.3406/rfp.2004.3171

K. Maaranen and L. Krokfors, Time to think? Primary school teacher students reflecting on their MA 23 thesis research processes. Reflective Practice, pp.359-373, 2007.
DOI : 10.1080/14623940701424918

J. Sumsion and C. Patterson, The emergence of community in a preservice teacher education 25 program. Teaching and Teacher Education, pp.621-635, 2004.

A. Jorro, Der Wechsel ??? Forschung ??? Ausbildung ??? berufliche Umwelt, Recherche & formation, vol.54, issue.54, pp.27-101, 2007.
DOI : 10.4000/rechercheformation.938

J. Reis-jorge, Developing teachers' knowledge and skills as researchers: a conceptual framework, Asia-Pacific Journal of Teacher Education, vol.8, issue.3, 2005.
DOI : 10.1080/095183997237061

C. Thornley, R. Parker, K. Read, and V. Eason, Developing a research partnership: Teachers as 31 researchers and teacher educators. Teachers and Teaching: Theory and Practice, pp.48-62, 2004.
DOI : 10.1080/13540600320000170891

D. Carroll, Learning through interactive talk: A school-based mentor teacher study group as a 33 context for professional learning. Teaching and Teacher Education, pp.457-473, 2005.

P. Angelides, T. Stylianou, and J. Leigh, The efficacy of collaborative networks in preparing teachers, European Journal of Teacher Education, vol.53, issue.1, 2007.
DOI : 10.1080/02619760701273953

K. Smith and O. Sela, Action research as a bridge between pre-service teacher education and in- 37 service professional development for students and teacher educators, European Journal of Teacher Education, vol.38, issue.3, pp.36-64, 2005.

J. Whitehead and B. Fitzgerald, Experiencing and evidencing learning through self study: New ways 40 of working with mentors and trainees in a training school partnership. Teaching and Teacher Education, pp.41-42, 2007.

M. Robinson and W. Mcmillan, Who teaches the teachers? Identity, discourse and policy in teacher 43 education. Teaching and Teacher Education, pp.327-336, 2006.

I. Holmesland, H. Tarrou, and A. L. , Institutionalising research in teacher education: The 45 creation of a research centre as a means of lifelong learning for teacher educators, European Journal of Teacher 46 Education, pp.67-76, 2001.

R. Shulz and C. Hall, Difficulties in promoting inquiry in teacher education partnerships, p.48, 2004.

J. Neapolitan, Doing professional development school work: A tale of heroes, allies and dragons at 1 the doors. Reflective Practice, pp.79-90, 2004.

M. Lunenberg and M. Willemse, Research and professional development of teacher educators, European Journal of Teacher Education, vol.28, issue.1, 2006.
DOI : 10.1080/0261976900130103

J. Loughran, Researching Teacher Education Practices: Responding to the Challenges, Demands, and Expectations of Self-Study, Journal of Teacher Education, vol.58, issue.1, pp.12-20, 2007.
DOI : 10.1177/0022487106296217

S. Yogev and A. Yogev, Teacher educators as researchers: A profile of research in Israeli teacher 6 colleges versus university departments of education. Teaching and Teacher Education, pp.32-41, 2006.

J. P. Dugal and C. Amade-escot, Formation au conseil et d??veloppement professionnel des conseillers p??dagogiques : recherche coop??rative et savoirs didactiques, Recherche & Formation, vol.46, issue.1, pp.97-116, 2004.
DOI : 10.3406/refor.2004.2055

L. Orland, Reading a mentoring situation: One aspect of learning to mentor. Teaching and Teacher 10 Education, pp.75-88, 2001.

R. N. Stanulis, C. A. Fallona, and C. A. Pearson, Am I doing what I am supposed to be doing ?, pp.11-12, 2002.

A. Williams and S. Prestage, The induction tutor: Mentor, manager or both ? Mentoring and Tutoring, pp.10-36, 2002.
DOI : 10.1080/13611260220133135

URL : http://citeseerx.ist.psu.edu/viewdoc/summary?doi=

A. Clark and S. Stotsky, Characteristics of cooperating teachers Who should be accountable for what beginning teachers need to know ? Journal of 18 Teacher Education, Canadian Journal of Education, vol.26281, issue.573, pp.237-256, 2003.

V. Troger, Des identit??s professionnelles ?? l'??preuve du changement : les formateurs de renseignement technique et professionnel en IUFM, Revue fran??aise de p??dagogie, vol.142, issue.1, pp.79-88, 2003.
DOI : 10.3406/rfp.2003.2934

S. Twombly, L. Wolf-wendel, J. Williams, and P. Green, Searching for the Next Generation of Teacher Educators: Assessing the Success of Academic Searches, Journal of Teacher Education, vol.57, issue.5, pp.498-511, 2006.
DOI : 10.1177/0022487106292722

M. Sanders, M. Dowson, and C. Sinclair, What do associate teachers do anyway? A comparison of 24 theoretical conceptualizations in the literature and observed practices in the field, Teachers College Record, issue.4, pp.25-107, 2005.

M. Lunenberg, F. Korthagen, and A. Swennen, The teacher educator as a role model. Teaching and 27 Teacher Education, pp.586-601, 2007.

B. Koster, M. Brekelmans, F. Korthagen, and T. Wubbels, Quality requirements for teacher 29 educators. Teaching and Teacher Education, pp.157-176, 2005.
DOI : 10.1016/j.tate.2004.12.004

P. Hudson, Specific mentoring: a theory and model for developing primary science teaching practices, European Journal of Teacher Education, vol.15, issue.2, 2004.
DOI : 10.1080/02635140120046196

M. Koerner, The Cooperating Teacher: An Ambivalent Participant in Student Teaching, Journal of 35 Teacher Education, pp.46-56, 1992.
DOI : 10.1177/002248719204300107

J. Little, The Mentor Phenomenon and the Social Organization of Teaching, Review of Research in Education, vol.16, pp.36-37, 1990.
DOI : 10.2307/1167355

L. Scherff and J. Kaplan, Reality Check: A teacher educator returns home, Studying Teacher Education: a journal of self-study of teacher education practices, vol.2, issue.2, pp.297-351, 2006.
DOI : 10.1080/17425960600983189

J. Coronel, M. Carrasco, M. Fernandez, and S. Gonzalez, Qualities of collaboration, professional 41 development and teaching improvement: an experience in the university context, Journal of Education, p.42, 2003.

L. Paquay, Devenir des enseignants et formateurs professionnels dans une organisation 44 apprenante ? De l'utopie à la réalité, Teaching: International Research and Pedagogy, pp.125-147, 2005.
DOI : 10.1080/02619760500093099

J. Wang and S. J. Odell, An alternative conception of mentor-novice relationships: Learning to teach 46 in reform minded ways as a context. Teaching and Teacher Education, pp.627-641, 2007.

C. Zeek, M. Foote, and C. Walker, Teacher Stories and Transactional Inquiry, Journal of Teacher Education, vol.43, issue.3, pp.377-385, 2001.
DOI : 10.1177/0022487101052005004

L. Thies-sprinthall, A Collaborative Approach for Mentor Training: A Working Model, Journal of Teacher Education, vol.37, issue.6, 1986.
DOI : 10.1177/002248718603700603

J. Murray, Re???addressing the priorities: new teacher educators and induction into higher education, European Journal of Teacher Education, vol.26, issue.1, pp.67-85, 2005.
DOI : 10.1080/0261976900130111

K. Zeichner, Becoming a teacher educator: a personal perspective, Teaching and Teacher Education, vol.21, issue.2, 2005.
DOI : 10.1016/j.tate.2004.12.001

M. Cochran-smith, Defining the outcomes of teacher education: what's social justice got to do with it?, Asia-Pacific Journal of Teacher Education, vol.80, issue.3, pp.193-212, 2004.
DOI : 10.1177/0895904800014001008

D. Imig and S. Imig, What do Beginning Teachers Need to Know?: An Essay, Journal of Teacher Education, vol.57, issue.3, pp.11-57, 2006.
DOI : 10.1177/0022487105285964