The greatest resource for improving interprofessional learning and practice is the knowledge, wisdom, and energy of professionals who adapt to challenging situations in their everyday work. We call collective capability the ability of a group of professionals to balance two interdependent levels of organization of practice: what professionals know and what they do collectively over time. Organizing what professionals know links the relational value--caring for patients--to the knowledge value of practice. Organizing what professionals do includes human and organizational factors that facilitate collective work and learning: technical skills for care delivery, institutional support, and a complex mix of emotional, ethical and moral factors involved in social decision-making. Performance gaps can result from a lack of an integrated knowledge framework or from a disembodied knowledge that is not anchored in practice. Opportunities for continuous learning can be seized by documenting the source of the performance gap, and providing the relevant resources to establish the balance between the organization of knowledge and the organization of work.

The completion rate for graduate studies is around 50% in some programs, and several authors suggest that doctoral supervision in a key factor in explaining this. Existing research on doctoral education reveals an uneven international landscape made up of the perceptions of both doctoral students and their supervisors. In the French-speaking North American context, exploration of doctoral supervision practices still remains unchartered. As a part of the first author"s doctoral thesis, interviews were conducted with 20 supervisors and 20 doctoral students from 8 different faculties. The purpose of these interviews was to capture their perceptions and experiences around doctoral supervision, and to explore with them the main issues related to doctoral supervision. Four dimensions for framing doctoral supervision have emerged from these interviews: a) scientific, b) personal, c) administrative and d) professional. Three main issues stretch along a timeline: 1) admission into a doctoral program, 2) mastering of scientific writing, and 3) employability. This study is an attempt to unpack the complexity of doctoral supervision and, in doing so, to construct a shared language for all concerned parties. The overall purpose of the doctoral research is to identify practices that support effective doctoral supervision and reduce the dropout rate.

• Les dispositifs de formation des enseignants universitaires s'efforcent de rapprocher l'enseignement et la recherche dans un même paradigme de professionnalité. Le déi consiste à démontrer que certaines formes de recherche sur la pratique enseignante contribuent à la formation pédagogique des enseignants-chercheurs. c'est le postulat du Scholarship of Teaching and Learning (sotL) développé dans le monde anglo-saxon. cette contribution explore les potentialités du sotL pour le développement professionnel des enseignants universitaires. elle relève aussi les dérives possibles d'une approche centrée sur la recherche et comment les éluder. mots-clés • recherche en éducation, politique et administration de l'enseignement, expert en éducation Les dispositifs de formation pédagogique pour les enseignants universitaires et les démarches de développement professionnel supposent, en amont, un cadre de référence qui déinit le proil professionnel et l'expertise attendue. Il est généralement admis que le proil professionnel académique se caractérise par une double mission de recherche et d'enseignement bien que, dans la pratique, on assiste de plus en plus à une diversiication des missions universitaires et que ce modèle ne soit pas aussi uniforme qu'il le semble a priori (Brew, 1999, 2002 ; Fanghanel &

Recherches en éducation

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