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Lentillon-Kaestner, V., Guillet-Descas, E., et Cece, V. (2017). Teacher Burnout and Professional Identity. Dans J. Marcionetti, L. Castelli et A. Crescentini (Eds.), Well-being in education systems (pp. 303-306). Firenze, Italie: Hogrefe Editore.
Lepareur, C., & Grangeat, M. (2018). Teacher collaboration’s influence on inquiry-based science teaching methods. Education Inquiry, 1, 1-17. Retrieved from http://hdl.handle.net/20.500.12162/2111
Lausselet, N. (2023). Teacher competencies in sustainability education : a spotlight on three discussion points. In P. Tremp (Ed.), Nachdenken über Lehrerinnen- und Lehrerbildung. Anregungen zur Weiterentwicklung der Pädagogischen Hochschulen in der deutschsprachigen Schweiz. Aus Anlass des 20-Jahre-Jubiläums der Pädagogischen Hochschule Luzern (pp. 146-150). Luzern, Suisse: Pädagogische Hochschule Luzern. Retrieved from http://hdl.handle.net/20.500.12162/7499
Derigny, T., Schnitzler, C., Vors, O., Gandrieau, j., Gerard, T., & Mallet, S. (2023). 'The teacher could correct me without being there': Adapting distance education approaches to promote physical activity during lockdown. European Physical Education Review, 29/4, 494-511. doi:https://doi.org/10.1177/1356336x231160404
Bapst, M. S., & Genoud, P. A. (2021, September). Teacher efficacy regarding behaviour management and the social learning environment. Crossing preservice teachers and pupils’ perceptions. Poster presented at the ECER - European Conference on Educational Research 2021 Education and Society: expectations, prescriptions, reconciliations. Geneva, Switzerland. Retrieved from http://hdl.handle.net/20.500.12162/5053
Chatelain, S., Giglio, M., & Moor, M. (2018, July). Teacher techniques for talking with students about knowledge mobilized during creative musical productions. Poster presented at the 33rd World ISME 2018 Conference Baku, Azerbaijan.
Chatelain, S., Giglio, M., & Moor, M. (2019). Teacher techniques for talking with students about knowledge mobilized during creative musical productions. In E. K. Orman (Ed.), 27th Research Commission Seminar Proceedings. International Society for Music Education (ISME) (pp. 39-47). Dubai, United Arabic Emirates: Canadian University od Dubai. Retrieved from https://www.isme.org/sites/default/files/documents/Proceedings%20of%20the%2027th%20International%20Seminar%20ISME%20Research%20Commission.2018.pdf
Zinguinian, M., Gilles, J.-L., Chajaï, S., Laflotte, L., & Zbaeren, Y. (2023). Teacher training internship practices at the University of Teacher Education in the canton of Vaud in Switzerland: a case study. In G..S. Prakasha & A. Kenneth (Eds.), Teacher Education: An Analytical Approach to Internship Practices Around the World (pp. 98-116). London, United Kingdom: Routledge India. Retrieved from http://hdl.handle.net/20.500.12162/6921
Cece, V., Guillet-Descas, E., & Lentillon-Kaestner, V. (2021). Teacher Well-Being and Perceived School Climate during COVID-19 School Closure: The Case of Physical Education in Switzerland. Teacher Educator (The), 57, 45-60. Retrieved from http://hdl.handle.net/20.500.12162/5295
Grigioni Baur, S., Bumbacher, E., & Debernardi, Y. (2021, November). Teachers as Designers: Embedding Lesson Study in Makerspaces to Create Artefact-Based Interdisciplinary STEAM Activities. Paper presented at the WALS 2021, Hong Kong - Macao (on line), Chine. Retrieved from http://hdl.handle.net/20.500.12162/5285

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