Constructing practical knowledge of teaching: eleven newly qualified language teachers' discursive agency

This paper explores the professional development of 11 newly qualified foreign language teachers. It draws on a qualitative longitudinal study conducted at the University of Jyväskylä, Finland between 2002 and 2009. The paper concentrates on the personal side of teacher development by analysing participants' discourses concerning language teaching. The study shows important differences in teachers' ways of conceptualising their environment and constructing practical knowledge on teaching. Teachers' sense of agency is identified as a major factor contributing to their professional development.

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