Bali, N. (2005). “Theory and Practice” Articulation in the Training of Tunisian Student Physical Education Teachers. The Journal of Research and Training, 49, 135-150.
 Bali, N. (2013). Teachers’ Thought Processes: The Case of Tunisian Gymnastic University Teachers. Creative Education, 4, 77-84.
 Bali, N., & al. (2013a). Heterogeneity Language Conceptions’ Physical Education Teachers of the Fourth (4th) Year of Primary French Schools in Tunisia. IOSR Journal of Research & Method in Education (IOSR-JRME), 1, 77-84.
 Bali, N., & al. (2013b). The Proceed of Thinking Surrounded by Some French and Tunisian Gymnastic Teachers. IOSR Journal of Research & Method in Education (IOSR-JRME), 2, 17-24.
 Bali, N., & al. (2013c). The Conceptions of Authority of Tunisian Physical Education Cooperative Teachers and Student Teachers. Conference Proceedings of the 7th Biennial ARIS.
 Banville, D. (2002). Literature Review of Best Practices of Cooperating Teachers in the USA. Conference on Physical Education, Pékin, 16-19 Juillet.
 Boudreau, P. (2009). For a Model of Supervision of Inductive Training in Supervising Tutors in Physical Education. Education and Francophonie, 37, 121-139.
 Brown, J. (2004). Quarterely Report Pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934. For the Quarterly Period Ended. September 24, 2004.
 Bujold, N. (2002). Pedagogical Supervision Overview. In Mr. Boutet, & N. Rousseau (Eds.), The Challenges of Teaching Practicum Supervision (pp. 9-22). Quebec PUQ.
 Caron, J., & Portelance, L. (2012). Ownership and Integration of Change in Education by Teachers Involved in Their Training Practices Trainees. Education and Francophonie, 40, 176-194. http://dx.doi.org/10.7202/1010152ar
 Chaliès, S., & Durand, M. (2000). The Utility Discussed Tutoring Training Initial Teacher Education. Research and Training, 35, 145-180.
 Desbiens, & al. (2013). What Influences the Verbal Class Participation of Students in the Teaching of Physical Education and Kinesiology. Canadian Journal of Higher Education, 43, 100-131.
 Feyfant, A. (2010). Learning Teaching Profession. Issues Brief VST (50).
 Gal-Petitfaux, N. (2010). Activity Classroom Teacher EPS and Character “Situated” Knowledge in Action: A Contribution to a Research Program in Cognitive Anthropology. Review eJRIEPS, 19, 27-45.
 Gauthier, & al. (1997). For a Theory of Pedagogy. Contemporary Research on the Knowledge of Teachers. Sainte-Foy (Quebec): Press Laval University.
 Jorro, A. (2007). The Alternation Research and Professional Training Ground. Research and Training, 54, 101-114.
 Lebel, C., Bélair, L., & Goyette, N. (2012). Support and Professional Service Perseverance Trainee’s Difficulties Recognition. Research & Educations, 7, 55-68.
 Lévesque, M., & Gervais, C. (2000). The Employability: A Step to Succeed in the Process of Professionalization of Teaching. Education Canada, 40, 12-15.
 Martineau, S., & Corriveau, G. (2000). Towards a Better Understanding of the Sense of Professional Incompetence among Teachers in Secondary Vocational Integration. Training and Profession, 6, 5-8.
 Martineau, S., & Presseau A. (2003). Sense of Professional Incompetence of Teachers and Early Career Support for Employability. Brock Education, 12.
 Moreau, J., & Villeneuve, L. (2006). Analysis of the Roles of Guardian Trainee Internship with Psychoeducation Three Quebec Universities. In: M. Fnenay, B. Raucent, & P. Wouter (Eds.), Question of Pedagogy in Higher Education (pp. 777-789). Belgium: Leuven University Press.
 Paquay, L. Altet, M., Charlier, E., & Perrenoud, P. (1996). Train Professional Teachers. What Strategies.
 Perez-Roux, T. (2006). Representations of Teaching and Training in Relation to Students STAPS Art: A Professional Identity Emerging. STAPS Review, 73, 57-69.
 Perez-Roux, T. (2007). Supporting Teachers in Initial Training. The View Formed on the Relationship Guardian Trainee. Research and Training, 55, 135-150.
 Perez-Roux, T. (2011). Change Careers to Become a Teacher: Professional Transitions and Dynamic Identity. Education Research, 11, 39-54.
 Perez-Roux, T. (2012). Identity Construction of New Teachers: What Recognition of Others to (Re)Known as a Professional? Educations & Research Journal, 7, 69-84.
 Portelance, L. (2009). Development of a Framework for the Training of Cooperating Teachers Quebec. Education and Francophonie, 37, 26-49. http://dx.doi.org/10.7202/037651ar
 Portelance, L. (2010). Analysis of Perceptions of Support from a Teacher Associated with the Formation of the Trainee. Education and Francophonie, 38, 21-38.
 Ria, L., & Chaliès, S. (2003). Emotional Dynamics and Activity: The Case of New Teachers. Research and Training, 42, 7-19.
 Rivard, M. C., Beaulieu, J., & Caspani, M. (2009). Triad: A Supervision Strategy to Redefine. Education and Francophonie, 37, 140-158. http://dx.doi.org/10.7202/037657ar
 Sudzina, M. R., & Knowles, J. G. (1993). Personal, Professional and Contextual Circumstances of Student Teachers Who “Fail”: Setting a Course for Understanding Failure in Teacher Education. Journal of Teacher Education, 44, 254-262.
 Vandercleyen, F., Delens, C., & Thornton, G. (2013). Supervisory Styles Masters Course in Physical Education: Taking Account of the Emotional Experiences of Trainees in an Interview Post-Lesson. Review e-JRIEPS, 61-98.