Social, political and economic conditions shape a context in permanent flux where beginning teachers have to join the work market and build their professional identity facing different challenges. Grounded on the Theory of the Communities of Practice (Wenger 1998) and Positiong Theory (Davies and Harre, 1990; Harre and van Langenhove, 1991), based on the project “The construction of the professional identity of infant school teachers during initial training and the first years at work” (MIMECO-EDU2010-20852-C02-02), we discuss the effects that a changing world and precarious job conditions can exert on beginning teachers´ emotions, as well as on relational, contextual, educative features present in their identity building processes. We investigate five new teachers´ experiences through narrative inquiry and, in particular, the impact of short-term sojourns in their corresponding COP on teachers´ ambivalent and contested feelings to be active and committed to the community. We identify the new rights and duties that the beginning teacher faces: rights are shrinking while duties are growing: body/emotional attention to the children, continuous education, new tasks, etc. These new forms of job organization condition the social and personal facets of teaching identity, in particular experiences in different in and out-of classroom contexts and related emotions.