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Loi Zedda, M., Thibodeau, S., Frenette, E., & Forget, P. (2018). A French-Canadian transcultural adaptation of the Resistance to change scale (RTC). Paper presented at the World Congress on Education (WCOE 2018), Dublin, Ireland.
de Chambrier, A.-F., Thevenot, C., Barrouillet, P., & Zesiger, P. (2018). Frequency of finger looking during finger counting is related to children's working memory capacities. Journal of Cognitive Psychology, 30(5-6), 503-510. Retrieved from http://hdl.handle.net/20.500.12162/1789
Kappeler, G., Clerc-Georgy, A., & Truffer, I. (2021, May). From a dynamic assessment perspective, how do teachers support their pupils during their transition from Kindergarten to primary school ? Paper presented at the ISCAR - CHACDOC, Natal, Brazil.
Akkari, A., Loomis, C., & Bauer, S. (2012). From accommodating to using diversity by teachers in Switzerland. Journal of Multiculturalism in Education (The), 7(1), 1-11. Retrieved from http://hdl.handle.net/20.500.12162/258
Clivaz, S., Choy, B. H., Faria, F., Watanabe, T., da Ponte, J. P., & Batteau, V. (2023). From neriage to whole class discussion, a perspective from lesson studies around the world. Paper presented at the WALS International Conference 2023, Zwolle, Netherlands.
Piccardo, E., & Capron Puozzo, I. (Eds.). (2015). From second language pedagogy to the pedagogy of ‘plurilingualism’: a possible paradigm shift ? Canadian Modern Language Review (The), 71(4).
Piccardo, E., & Capron Puozzo, I. (2015). From second language pedagogy to the pedagogy of ‘plurilingualism’: a possible paradigm shift? Introduction. Canadian Modern Language Review (The), 71(4), 317-323.
Masoni, G. (2023, August). From the books to the woods : the history of the relationship between nature and childhood in the textbooks of the Italian part of Switzerland (1830-1940). Paper presented at the IRSCL Congres, Santa Barbara, États-Unis.
Honegger, M., Joller-Graf, K., Klingowsky, U., Looser, B., Scheidig, F., Scherrer, C., & Zellweger, F. (2019). Fundamentals for a Competency Framework for Lecturers at Universities of Teacher Education. Switzerland.
Lo Presti, A.-M., et Oppliger, S. (2019, mai). Futur-e-s enseignant-e-s en transition: s'autoaccompagner par l'écriture dans son cursus de formation. Communication présentée à Colloque ethique de l'accompagnement et agir coopératif. Panel "l'appel bio-graphique". Pratiques du récit de vie en formation articulées à des questions d'accompagnement, Tours, France.

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