The key objective of our paper is to reconstruct the process of professional development of teachers entering into a new role of a tutor. Tutoring as an innovative organisation of educational work has been introduced since 2009 in about 30  secondary schools in Wroclaw (Poland). The "classic” school activity system, dealing with the whole class as a group of students, fulfilling curriculum-based educational goals, expands into the "new" tutoring activity system oriented toward the individualization of goals and methods, toward taking care of a single student. We pay a particular attention to the relational/dialogical structure of development in a new tutor-teacher-role combining both individual and collective constructing of the professional patterns.

We are conducting a research project in 12 schools which implement tutoring in varying degree and with different methods (i.e. every student has e a tutor vs students and teachers can decide if they involve in tutoring relation). We can observe the emerging of the new activity on organisational, collective and individual level thanks to triangulating of different data: desk research about organisational solutions (12), teachers' team discussions (12) and individual interviews with the team members (48).

We refer to two theoretical perspectives describing the process of becoming a teacher and a tutor within both collective and individual activities: (1) the cultural-historical perspective of Vygotsky (also Leontiev and Engeström's activity theory) (2) the socio-genetic perspective of the praxeological knowledge of Mannheim (also Bohnsack). This processual and dialogical points of view intertwine the turns of activity referred to a shared object (e.g. teaching, tutoring) within and beyond the team. We will present how the collective knowledge refers to the polyphony of individual knowledge and how the individual knowledge links the dialogical openness of the collective knowledge.

Using the empirical example, we can see how two different teachers (newly qualified vs. many experienced) are entering into the new tutor's position and how this learning process expands or defines the professional identity of a teacher. We can reconstruct further how teachers' workplace learning is transformed by the professional community's knowledge, and simultaneously, how the teams interaction and consent are based on the differences between these two teachers.

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