[1] Amade-Escot, C. (1991). Characterization of the Initial Didactic Formation of the Physical Education Teachers and Assessment of His Repercussions on the Professional Competence. Non-Published STAPS Thesis of Doctorat, Toulouse University III, France.
[2] Brousseau, G. (1996). Foundations and Methods in Maths Didactics. Research in Maths Didactics, 7, 50-51.
[3] Develay, M. (1992). From Apprenticeship to Teaching. Paris: ESF
[4] Gal-Petitfaux, N. (2000). Typicality in the Signification and the Organization of Physical Education Teachers Intervention during the Teaching of Swimming Situation: The Case of “Indien File”. Non-Published STAPS Thesis of Doctorat, Montpellier University, Montpellier.
[5] Marsenach, J., & Mérand, R. (1987). The Formative Evaluation in Physical Education in Colleges. Paris: INRP.
[6] Schubauer-Leoni, & Leutenegger, F. (2002). Explain and Understand in a Clinic-Experimental Approach in Ordinary Didactics. In F. Leutenegger, & M. Saada-Robert (Eds.), Explaining and Understanding in Science Education (pp. 227-251). Bruxelles: De Boeck.
[7] Schubauer-Leoni, & Leutenegger, F. (2003). Survey of the Didactic Interactions in Math Class: A Methodological Prototype. Bulletin of Psychology, 56, 559-571.
[8] Schubauer-Leoni, M. L. (2008). The Reference Construction in Joint Action Teacher-Student Professor-Pupil. In N. Wallian, M. P. Poggi, & M. Loiterer (Eds.), To Co-Construct Some Knowledges: The Intervention Professions by the APSA (pp. 67-86). Besançon: PUFC.
[9] Sensevy, G. (2007). Categories to Describe and to Understand the Joint Action. In G. Sensevy, & Mercie, (Eds.), To Act Together, the Joint Didactic Action Teacher-Student (pp. 13-49). Rennes: Academic Press of Rennes.
[10] Sensevy, G., Maurice, J.-J., Clanet, J., & Murillo, T. O. (2008). The Passive Didactic Differentiation: A Test of Definition and Illustration. The Files of the Sciences of Education, 20, 105-122.
[11] Tochon, F. V. (1993). The Experienced Teacher. Paris: Nathan pedagogy.