Abstract
The paper proposes an analysis of the language employed by beginning and experienced teachers exploring in interviews their history of transgressing from the university-based training programs onto the practices of the classrooms and schools, with the purpose of forming a deeper understanding of the ways in which beginning teachers form their pedagogical reasoning in the course of engaging with the available teaching technologies whilst in the early stages of their professional practice. The data presented here is part of a larger study exploring beginning teachers’ understanding of the professional practices during the induction years, a study supported by CNCSIS-UEFISCDI, project number RU_PD 21/2010.
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