| Summary: | Personalized career path enriches teacher’s teaching practice. If the way that each teacher acts in his/her teaching activities has its own particularities, it could also evolve with internal and external factors. This article attempts to interpret the change of teacher’s teaching practice from a diachronic point of view. By observing and interviewing during one semester two novice teachers – a teacher of Chinese as a foreign language and a teacher of French as a foreign language, we try to see how they view the evolution of their teaching practice. All the forms of evolution, declared by the participating teachers during interviews and categorized by terms as anti-fabrique, co-fabrique and re-fabrique of teaching practice are analyzed and discussed.
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