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This study aims to describe and understand teachers’ engagement in daily journal writing. Based on biographical interviews and their analysis, this text describes the processes and evolutions involved in this activity, and identifies the factors influencing teachers’ commitment. This involved and reflective writing activity is shown to be multi-faceted and ever-evolving. The level of commitment exhibited by teachers can be explained by a set of reciprocal influences encompassing personal factors, exogenous factors, and enactive factors. This article puts forward recommendations for supporting and recognizing diary writing in the field of training and in the workplace.