ABSTRACT
In this commentary chapter I review what is meant by ‘intervention’ and how it is interpreted in the chapters in this book. I have also noted the different ways in which interventions have originated, from problematisation of practice, aspects of student learning and the framing of knowledge within disciplines. I have commented on the role of theory informing different interventions and also the roles taken by teachers whilst participating in interventions. An important aspect of interventions is the way in which the outcomes are judged, so this aspect is reviewed, and I have also noted the intervention challenges identified by different authors. Finally I point out the value of M-level study in professional learning that features in some chapters of the book.
