ABSTRACT
Martin argues that the projects in this book are not simply practical examples of educational projects but are examples of workplace learning. It shows that efforts to change how people do their work lead to changing institutional identity and need significant institutional support to take hold. Martin introduces activity theory as a way to understand how workplace learning unfolds and how it can be sustained, describes the characteristics of each project that create contexts for reflective practice, and how professional development and the institutions come up against each other and allow for new ideas to emerge.
