How do beginning teachers employ discursive resources in learning and affirming their professional identity?

The purpose of this analysis is to form an understanding of the learning situated in teachers' professional induction, in particular understand how beginning teachers come to take ownership of discursive tools for professional learning and for affirming their professional identity. The micro-analysis presented here is part of a larger comparative study, conducted between 2010-2012, with the support of Romanian agency CNCS -UEFISCDI (project number RU_PD 21/2010), and exploring how beginning teachers form their understanding of the practical context of the school once they have graduated university-based initial teacher education and enter the field of professional practice. (C) 2014 The Authors. Published by Elsevier Ltd.