The purpose of this article is to outline what could be learned from the international research literature on the issue of developing teaching competences of novice faculty members. The mission of academics has changed in recent years. Academics must now also meet a strong social demand for graduates' access to employment and are increasingly required to possess a number of competences beyond disciplinary knowledge. The challenge of developing these competences in faculty members is therefore ambitious. However, a review of research literature shows that developing the competences of novice academics, as described here, is not well documented. The literature addresses the issue of university lecturers at the start of their career quite well, but does so more from a point of view of professional development. The notion of competence is not excluded, but often appears only to identify knowledge, skills and attitudes that novice academics should possess as part of reference frameworks. This literature review was developed using a traditional method with a theme-based approach. The results make it possible to identify avenues for necessary and possible research in the field of developing competences of novice university academics based on the concept of situated competence.

Cet article est structuré en cinq sections. Tout d'abord, la problématique de la formation des enseignants universitaire novices est présentée. Puis, le cadre théorique composé de différents modèles d'apprentissage est explicité. Ensuite, la démarche Apprendre à enseigner dans le supérieur : quels modèles pour la construction ...