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 Abstract This article is based on a project in ‘VIA Pedagogy, Teaching and Learning’ aiming to maintain and develop the professionalism of newly educated teachers during their first years of teaching. Recent research reveals challenges in students’ transition from teacher education to professional teaching life and suggests possible reasons why teachers tend to refrain from participating in professional peer dialogue. The article claims that lack of professional terminology might be one among several reasons for this and describes an intervention made in order to encourage and develop the use of professional terminology among newly educated teachers.  Resumé Artiklen tager afsæt i et forsknings- og udviklingsprojekt i VIA Profession og Uddannelse med fokus på fastholdelse og udvikling af nydimitterede læreres faglighed i de første år i praksis. Med udgangspunkt i en række undersøgelser afdækkes udfordringer i transitionen fra læreruddannelse til lærerprofession, og mulige årsager til, at lærere ofte afstår fra at formulere sig fagligt i kollegial dialog, identificeres. I forlængelse heraf peges på læreres manglende fagsprog som en mulig delforklaring, og der gives et eksempel på en intervention i form af et tidsskrift som ét tiltag blandt flere, der kan medvirke til at styrke lærernes udvikling af et professionelt fagsprog.  

Faglig kommunikation i et professionelt fællesskab – om sproglige og kommunikative muligheder for faglighed i praksis