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This book presents new evidence on how teachers learn to be teachers, suggesting that more attention be paid to the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience. Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, the contributions reveal the complexity of learning in a professional context and highlight what really matters in teaching. Policy critique is offered along with ideas for future research. Key questions are examined, such as: what do beginners go through in the workplace?; what is the experience of new teachers as they join one of the largest workforces in the developed world?; what do teachers learn in the school? The chapters are: Linda's story: a new teacher's tale / Lesley Walker; The early professional learning of teachers: a model beginning / Jim McNally, Allan Blake, Nick Boreham, Peter Cope, Brian Corbin, Peter Gray, Ian Stronach; A new concept of teacher-researcher? / Colin Smith and Lesley Easton; Feeling professional: new teachers and induction / Brian Corbin; Who can you count on?: the relational dimension of new teacher learning / Jim McNally; Making room for new teachers: the material dimension in beginning teaching / Phil Swierczek; The temporal, structural, cognitive and ethical dimensions of early professional learning / Brian Corbin, Allan Blake, Ian Stronach and Jim McNally; Job satisfaction among newly qualified teachers in Scotland / Nick Boreham; Fun in theory and practice: new teachers, pupil opinion and classroom environments / Peter Gray; Design of the times: measuring interactivity, expert judgement and pupil development in the early professional learning project / Allan Blake; An age at least to every part: a longitudinal perspective on the early professional learning of teachers / David Dodds; The implications of early professional learning for schools and local authorities / Colin Smith; The invention of teachers: how beginning teachers learn / Ian Stronach.