S. Bertone, J. Méard, J. Euzet, L. Ria, and M. Et-durand, Intrapsychic conflict experienced by a preservice teacher during classroom interactions: a case study in physical education, Teaching and Teacher Education, vol.19, issue.1, pp.113-125, 2003.
DOI : 10.1016/S0742-051X(02)00089-6

J. Bruner, Car la culture donne forme à l'esprit, 1991.

J. Bruner, Meyerson aujourd'hui: quelques réflexions sur la psychologie culturelle, 1996.

D. Bucheton, L'agir des enseignants, des gestes professionnels ajustés, 2009.

R. V. Bullough, J. Young, J. R. Birrell, D. C. Clark, M. W. Egan et al., Teaching with a peer: a comparison of two models of student teaching, Teaching and Teacher Education, vol.19, issue.1, pp.57-73, 2003.
DOI : 10.1016/S0742-051X(02)00094-X

D. L. Butler, L'autorégulation de l'apprentissage et la collaboration dans le développement professionnel des enseignants. Revue des Sciences de l'Education, pp.55-78, 2005.

C. L. Carver and D. S. Et-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

S. Castle, R. K. Fox, and K. Et-o-'hanlan-souder, Do Professional Development Schools (PDSs) Make a Difference? A Comparative Study of PDS and Non-PDS Teacher Candidates, Journal of Teacher Education, vol.57, issue.1, pp.65-80, 2006.
DOI : 10.1177/0022487105284211

S. Chaliès, S. Bertone, E. Flavier, and M. Et-durand, Effects of collaborative mentoring on the articulation of training and classroom situations : A case study in the french school system. Teaching and teacher Education, pp.550-563, 2008.

S. Chaliès, S. Cartaut, G. Escalié, and M. Et-durand, Die N??tzlichkeit des Tutorats f??r junge Lehrer: der Beweis durch eine zwanzigj??hrige Erfahrung, Recherche & formation, vol.61, issue.61, pp.85-129, 2009.
DOI : 10.4000/rechercheformation.534

S. Chaliès and M. Et-durand, L'utilit?? discut??e du tutorat en formation initiale des enseignants, Recherche & Formation, vol.35, issue.1, pp.145-180, 2000.
DOI : 10.3406/refor.2000.1678

Y. Clot, La fonction psychologique du travail, 1999.
DOI : 10.3917/puf.clot.2006.01

Y. Clot, Travail et pouvoir d'agir, 2008.

Y. Clot and . Et-soubiran, Prendre la classe : une question de style. Société Française, pp.78-88, 1998.

C. Deaudelin, M. Brodeur, and M. Et-bru, Un portait caractéristique de la recherche sur le développement professionnel des enseignants et sur la formation à l'enseignement. Revue des Sciences de l'Education, pp.31-177, 2005.

C. Eick, F. Ware, and P. Williams, Coteaching In A Science Methods Course, Journal of Teacher Education, vol.31, issue.2, pp.74-85, 2003.
DOI : 10.1177/0022487102238659

Y. Engeström, Expansive Learning at Work: Toward an activity theoretical reconceptualization, Journal of Education and Work, vol.65, issue.1, pp.133-156, 2001.
DOI : 10.1177/0741088397014004004

R. Étienne, L'établissement formateur Quelle contribution du "terrain" à la formation générale des professeurs de l'enseignement secondaire ? Recherche et formation, pp.137-151, 1999.

D. Faïta and B. Et-maggi, Un débat en analyse du travail : Deux méthodes en synergie dans l'étude d'une situation d'enseignement, 2007.

K. Goodnough, P. Osmond, D. Dibbon, M. Glassman, and K. Et-stevens, Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions. Teaching and Teacher Education, pp.285-296, 2009.

B. Graham, Conditions for successful field experiences: Perceptions of cooperating teachers. Teaching and Teacher Education, pp.1118-1129, 2006.

A. Jean and R. Et-Étienne, « Madame, c'est quoi un pourcentage ? » Classe de 4° La gestion des imprévus par un professeur stagiaire, Bucheton (Dir.): L'agir des enseignants, des gestes professionnels ajustés, 2009.

J. M. Jenkins and M. L. Vael, Preservice teachers'PCK development during peer coaching, Journal of Teaching in Physical Education, vol.22, issue.1, pp.20-28, 2004.
DOI : 10.1123/jtpe.22.1.49

E. Krull, K. Oras, and S. Et-sisask, Differences in teachers' comments on classroom events as indicators of their professional development. Teaching and Teacher Education, pp.1038-1050, 2007.

J. Lave and E. Et-wenger, Situated learning : Legitimate peripherical participation, 1991.
DOI : 10.1017/CBO9780511815355

H. J. Lee, Understanding and assessing preservice yeachers'reflective thinking. Teaching and Teacher Education, pp.699-715, 2005.
DOI : 10.1016/j.tate.2005.05.007

A. Leontiev, Le développement du psychisme, 1976.

A. Leontiev, Activité, conscience, personnalité, Moscou : Editions du Progrès, 1984.

Y. S. Lincoln and E. G. Et-guba, Naturalistic inquiric, 1985.

A. Malo, Le stagiaire comme praticien réflexif : un point de vue constructiviste et non déficitaire du développement du savoir professionnel en enseignement, ) : Les stages en formation à l'enseignement : pratiques et perspectives théoriques, 2007.

J. F. Marcel, Le développement professionnel au travers de l'évolution des pratiques enseignantes. Revue des Sciences de l'Education, pp.31-585, 2005.
DOI : 10.7202/013911ar

E. Matusov, When Solo Activity Is Not Privileged: Participation and Internalization Models of Development, Human Development, vol.41, issue.5-6, pp.326-349, 1998.
DOI : 10.1159/000022595

J. Méard, S. Bertone, and E. Et-flavier, How second-grade students internalize rules during teacher-student transactions: A case study, British Journal of Educational Psychology, vol.13, issue.3, pp.395-410, 2008.
DOI : 10.1348/000709907X264141

J. Méard and F. Bruno, Le travail multi-prescrit des enseignants en milieu scolaire : analyse de l'activité d'une professeure d'école stagiaire. Travail et formation en éducation, 2008.

J. Méard and F. Bruno, Les règles du métier dans la formation des enseignants débutants, 2009.

S. Moussay and J. Et-méard, A quoi sert le tutorat dans la formation des enseignants ? « Le » ou « les » tutorats ? In M. Cizeron et N. Gal-Petitfaux, Expériences et gestes professionnels dans l'enseignement de l'Education physique : regards croisés, 2007.

S. Moussay, R. Étienne, and J. Et-méard, Tutorat in der Grundausbildung der Lehrer: neue Zielsetzungen und methodologische Perspektiven, Revue fran??aise de p??dagogie, vol.166, issue.166, pp.69-83, 2009.
DOI : 10.4000/rfp.1127

S. Moussay and J. Et-méard, Les ressources de la situation tutorale comme source de développement professionnel des enseignants novices Actes du 7 ème colloque international CDIUFM, Recherche(s) en Education et en Formation, 2009.

L. Mule, Preservice teachers' inquiry in a professional development school context: implications for the practicum. Teaching and Teacher Education, pp.205-218, 2006.

J. D. Nokes, R. V. Bullough, W. M. Egan, J. R. Birrell, and J. M. Et-hansen, The pairedplacement of student teachers: an alternative to traditional placements in secondary schools, pp.2168-2177, 2008.

M. Parsons and M. Et-stephenson, Developping reflective practice in student teachers: Collaboration and critical partnerships. Teachers and Teaching : Theory and Practice, pp.95-116, 2005.

L. Ria, Transformation de l'activité professorale lors d'un dispositif d'observations entre pairs : un enjeu de recherche et de formation pour l'accompagnement dans l'entrée dans le métier des enseignants du second degré en France, pp.77-98, 2007.

P. Ricoeur, Du texte à l'action, 1986.
DOI : 10.14375/NP.9782020093774

D. S. Ridley, S. Hurwitz, M. R. Hackett, and K. K. Et-miller, Comparing PDS and Campus-Based Preservice Teacher Preparation: Is PDS-Based Preparation Really Better?, Journal of Teacher Education, vol.56, issue.1, pp.46-56, 2005.
DOI : 10.1177/0022487104272098

J. Y. Rochex, L'oeuvre de Vygotski : fondements pour une psychologie historicoculturelle, pp.105-147, 1997.

A. Rodgers and V. L. Keil, Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context, Teaching and Teacher Education, vol.23, issue.1, pp.63-80, 2007.
DOI : 10.1016/j.tate.2006.04.012

F. Saujat, Le travail enseignant : des négociations d, pp.37-40, 2005.

K. Scantlebury, J. Gallo-fox, and B. Et-wassell, Coteaching as a model for preservice secondary science teacher education. Teaching and Teacher Education, pp.967-981, 2008.

A. Schepens, A. Aelterman, and H. Et-van-keer, Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions. Teaching and Teacher Education, pp.457-472, 2007.

G. Sensevy and A. Et-mercier, Agir ensemble. L'action conjointe du professeur et des élèves dans le système didactique, 2007.
URL : https://hal.archives-ouvertes.fr/halshs-00856456

A. Shkedi and D. Et-laron, Between idealism and pragmatism: a case study of student teachers'pedagogical development. Teaching and Teacher Education, pp.693-711, 2004.

. C. Sim, Preparing for professional experiences???incorporating pre-service teachers as ???communities of practice???, Teaching and Teacher Education, pp.77-83, 2006.
DOI : 10.1016/j.tate.2005.07.006

L. M. Sutherland, L. A. Scanlon, and A. Sperring, New directions in preparing professionals: examining issues in engaging students in communities of practice through a school???university partnership, Teaching and Teacher Education, vol.21, issue.1, pp.79-92, 2005.
DOI : 10.1016/j.tate.2004.11.007

L. S. Vygotski, Mind in society. The development of higher mental processes, 1978.

L. S. Vygotski, Pensée et langage. (3 e édition), 1997.

L. S. Vygotski, Conscience, inconscient, émotions, 2003.

E. Wenger, Communities of practice : Learning, meaning and identity, 1998.
DOI : 10.1017/CBO9780511803932

E. Wenger, R. Mcdermott, and W. Et-snyder, Cultivating communities of practice, 2002.

J. V. Wertsch and C. Et-addison-stone, The concept of internalization in Vygotsky's account of the genesis of higher mental functions): Culture, communication and cognition. Vygotskian perspectives, 1985.

J. Whitehead and B. Fitzgerald, Experiencing and evidencing learning through selfstudy: new ways of working with mentors and trainees in a training school partnership. Teaching and Teacher Education, pp.1-12, 2007.

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

S. M. Wilson, R. E. Floden, and J. Et-ferrini-mundy, Teacher Preparation Research, Journal of Teacher Education, vol.42, issue.2, pp.190-204, 2002.
DOI : 10.1177/0022487102053003002

F. Yvon, D. Roger, and J. L. Et-roger, Interrogations pour une analyse de l'activité enseignante. Education Permanente, pp.115-125, 2001.

K. Zeichner, Beyond traditional structures of student teaching, Teacher Education Quaterly, vol.29, issue.2, pp.59-64, 2002.