The key objective of our paper is to reconstruct the process of implementation of tutoring as an educational innovation at secondary level schools in Poland. The key to understanding the institutional change is not only an analysis of organizational arrangements, but mostly the analysis of teachers’ learning process entering into new roles, both as a team member and roles performed individually.
The project "Tutoring at Wroclaw school" was an  opportunity to conduct a study on such an institutional school change. This project has been introduced since 2009 in about 30 secondary schools in Wroclaw (Poland). The purpose of tutoring is to build teacher-student partnerships in order to support the holistic development of the student, not only subordinated to educational achievements, but also involving sport, art, diverse talents, search for further educational/professional paths, coping with time, responsibilities, and social relations. Each teacher-tutor works individually with about 5-12 students in the framework of monthly tutorials devoted to supporting his/her activities at school and beyond.
The school having tutoring as an individual way of working with a student requires changes in the "classic” school activity system which deals with the whole class as a group of students and fulfills curriculum-based educational goals. Tutoring is based on the specific principles of individualization: freedom (e.g. the choice of a tutor, the choice of topic to be discussed), flexibility (form and time of the meeting) and networking (cooperation with individuals and organizations in and outside the school). The implementation of these rules requires redesigning of professional competences and developing unconventional approach that combines both, individual and collective teachers’ professional learning.
We have been conducting a research project in 12 schools implementing tutoring on a different scale (i.e. in only few classes or in every class) and with different methods (i.e. every student has a tutor vs. students and teachers can decide if they involve in tutoring relation). Using triangulation of different data (desk research about organisational solutions, teachers' team discussions and individual interviews with the members of this teams) we can observe the emerging of the new activity on organisational, collective and individual levels.
In our research we refer to two theoretical perspectives describing the process of becoming a teacher and a tutor, as well as relating the collective und individual activities: (1) the cultural-historical perspective by Vygotsky (also Leontiev and Engeström's activity theory) (2) the socio-genetic perspective of the praxeological knowledge by Mannheim (also Bohnsack). We will present, how the collective knowledge links to the polyphony of individual knowledge and how the individual knowledge is dialogically transformed into the collective knowledge.

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