ABSTRACT
A mixed methods study into the workplace learning of new teachers in Scotland took place over two years. Participants’ learning is understood within the theoretical framework of Lave and Wenger’s communities of practice. Informal learning is analysed and discussed in terms of what led to it, what went beforehand and what happened as a consequence of this learning. Individual factors such as the teacher’s individual learning disposition and contextual factors such as the level of support from the head teacher, the workplace learning environment, and the new teacher’s colleagues, were found to be important.
