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This volume focuses on the stage of induction into the teaching profession. It draws on research and practical experiences, including those of new teachers, and considers professional development in the context of international concerns for the quality of education and standards of teaching. In asking "how can teacher education for this career stage be best conceptualized, designed, and provided?" the author has explored in detail what it is that teachers are expected to know and be able to do on entry into the profession. He challenges some common assumptions about induction, and about teachers' knowledge, considering both in relation to the school curriculum.