ABSTRACT: This paper discusses control devices as a conservative regulation and how they interfere both in the teaching process of beginning teachers and in their professional identity construction. It analyses data from a study with public elementary school beginning teachers who have taught for three years without previous teaching experience. Many practices (discourses) are produced to regulate and constrain beginning teachers' judgment in terms of practices and decisions, establishing legitimate professional behaviors. This regulation - built through a set of control devices - acts on the teaching process and on its meaning processes, creating a representation about what teachers and their identity should be, thus re-signifying their practices.
Teacher's work; Control devices; Curriculum; Identity