Action figures and analysis of teachers’ work: Teachers in initial education confronted to their act

Abstract

The main goal of this paper is to identify the dimensions of teaching practice presented by two English Foreign Language teachers in the texts they produced during a session of Crossed Self-confrontation. This research is supported by the works of Sociodiscursive Interactionism and Activity Clinic. Data analysis, which uses the notion of Action Figures understood as interpretative forms of acting, discusses the adequacy of both the procedures used to generate data and to interpret them regarding the context of initial teacher education. The results indicate that the intense work of meaning negotiation established between these teachers may represent an evidence of their potential development.

Keywords: teachers’ work, initial education, self-confrontation.