Abstract
Abstract This paper discusses how the process of pursuing academic literacy for teachers in continuing education within a community of practice can boost their professional development and the (re)building of their identity. In this qualitative research, data were generated in a continuing education context during a semi-structured interview with a participant. Data were analysed based on the articulation of two research traditions, namely, sociodiscursive interactionism and literacy studies, which evidences the awareness that the teacher acquires in her process of pursuing academic literacy and professional development. The results suggest that the professional development of teachers requires an environment that legitimizes their participation and facilitates the development of significant forms of affiliation.
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