The book prepares the latest findings from teaching and learning research for the professional practice of teachers as actionable knowledge. It targets the entirety of areas relevant to teacher professionalism: not only are learning theories and methodological-didactic aspects considered, but the school is also treated as an institution, and the psychosocial dimension of the teaching profession (dealing with stress, classroom management) is presented. The book is not only focused on the needs and practices of teachers; rather, it provides practice-based suggestions for implementing scientific insights into professional actionable knowledge for teaching.