Repères, n° 72/2025

This issue of Repères continues the discussion on models in French language teaching that began in issue 71 of the journal. After presenting the functions of models in French language teaching and the tensions involved in their development and implementation, the articles in the issue examine, in particular, how teaching models influence teacher training (initial, continuing and/or ongoing). Although this discussion is not new, as it touches on the heuristic and praxeological foundations of teaching, it seems essential, particularly in a context of reforms in initial training and the deterioration of continuing training. We thus seek to uncover which teaching models are used, disseminated, and even developed in and for teacher training, and the methods and challenges associated with them.

To this end, the descriptive and comprehensive research presented in this issue raises questions about the relationship between teacher training and teaching practices, as well as the role of didactic models in training programmes and their effects on teaching practices and student learning.