Stéphanie Hovington

Dr. Stéphanie Hovington is an Associate Professor in the Department of Foundations and Practices in Education at the Faculty of Education, Université Laval. She is affiliated with the Research and Intervention Centre on Education and Working Life (CRIEVAT) and focuses her academic work on psychoeducation programs and educational innovation in higher education.

• Doctorate in Education (D.Ed.) from University of Sherbrooke
• Master of Education (M.Ed.) from University of Sherbrooke
• Bachelor of Science in Psychoeducation (B.Sc.) from University of Montreal

Dr. Hovington's research centers on pedagogical innovation in higher education, with particular emphasis on developing soft skills, internship supervision, contextualized learning, and playful learning approaches. Her work examines how these elements contribute to professional identity development in psychoeducation students. She investigates teaching practices that promote interpersonal skill development and explores innovative supervision methods that enhance learning experiences for both students and teachers in practical training contexts.

Her recent publications reveal a strong focus on playful pedagogy as a mechanism for developing relational skills and professional identity. She has created open educational resources to support internship supervision and soft skills development, demonstrating her commitment to translating research into practical applications for educators.

• FRQSC grant (2023-2026) for research on supervision and interpersonal skills development
• SSHRC Knowledge Development grant (2022-2024) exploring initial training courses
• SSHRC Research Knowledge grant (2022-2027) on structured peer group modalities
• REL Factory innovation project (2023-2024) on game-based pedagogy

Dr. Hovington actively supervises students through various psychoeducation courses and research projects. She approaches supervision as a shared responsibility among students, supervisors, and educational institutions, emphasizing collaborative approaches to professional development. Her work has resulted in practical resources that support educators in developing effective supervision practices.

She is actively involved with CRIEVAT, contributing to broader educational research initiatives and collaborating with colleagues on projects examining curriculum implementation, professional identity development, and innovative teaching practices across multiple educational settings.