Beginning Primary Teaching supports primary teachers' early professional development and learning, tackling key questions and concerns that new teachers might face in their early careers, such as: How will I get through the first term? When will I feel like a `real' teacher? What can I expect from my first years in teaching? Drawing on the experiences of beginning primary teachers themselves, this is an authentic account of their crucial early teaching experiences, challenges and achievements. As well as providing a research-based context, the book is firmly grounded in the day-to-day practices of education professionals working with young people in schools, and offers valuable practical guidance for new teachers. By illustrating and exploring early experiences in teaching, this book helps primary teachers to understand their early professional development and learning and helps them to reflect on their own practice as well as that of others, offering a source of practical support throughout the important early years of their careers. Beginning Primary Teaching is essential reading for all new primary teachers, including those completing initial teacher training, newly qualified and early career teachers, as well as the growing number entering teaching through employment-based routes.The book draws strongly on the voice and experiences of beginning primary teachers themselves. This provides an authentic account for the reader that will be alive with the challenges and achievements of early career teachers. The book is based on original, previously unpublished research on newly qualified and early career teachers. It includes detailed case studies as well as findings from longitudinal research and presents a new way of understanding early professional development. As well as providing a research-based context, the text will remain firmly grounded in the day to day practices of professionals working with young people in schools. This book presents an innovative approach to an area of work that until now has been neglected, particularly in comparison to initial teacher education and continuing professional development. We are publishing this text at a time when the teaching profession is being re-modelled and re-conceptualised.