From several sources of research and literature, a picture is emerging which indicates that professional learning - is not limited to events and ‘one-offs’ but is seamless and continuous - is heavily context dependent - occurs in a non-linear way - is most successful when the participants have/take full-ownership of the learning - has impact when it relates to both individual and collective learning needs and goals. - is sustainable when multiple factors – resource, political, policy-orientated, subjective, structural – are considered and worked with. - if not determined by, then is effected by, organizational culture and climate - can be broadly defined - is person or participant orientated and often, therefore, links well with Action Learning or Action Research methodologies. In school/academic year 2008-2009 The Scottish Teachers For a New Era (STNE) Project, based at the School of Education at the University of Aberdeen, in partnership with a local authority, engaged in a research and development project which involved the design, implementation and evaluation of a programme of professional learning for all teachers employed by the local authority who were in their second year of teaching. This programme was radically different from ‘event’ based programmes of continuing professional learning as it used Action Learning Methodologies. The participant teachers were invited to self-select an aspect of their practice (in consultation with their Head Teacher and other colleagues) which then became the primary focus of their professional learning in that year. The teachers engaged in a number of action research and developmental activities – evidence gathering, reading/studying, keeping a reflective journal, experimenting with a development to practice, writing a report, engaging in an on-line community, ‘twilight meetings’ with peers, local authority and university staff, participating in whole-day ‘In Service’ events and sharing the process and outcomes of their work with invited guests at a ‘showcase’. The research was orientated towards social constructivism as it valued and utilised the views of all participants which are seen as being equally valid. It was, also, however, philosophically and practically pragmatic in that it investigated, informed and developed professional practice. The principle research question was: What are the perceived professional learning priorities and needs of teachers in their second year of teaching and to what extent does professional learning using action learning methods undertaken by a selected group of such teachers, result in benefits as perceived by the participant teachers and others?

The sources include conceptual thinking in several research fields, these being Activity Theory (Cole & Engelstrom 1993; Davydov 1999); Organizational Learning and Learning in Organizations (Huber 1991; Senge 1990; 2000; Argyris 1992); Action Research (Greenwood & Levin 1998; Kemmis 2007); Complexity Theory (Carroll & Burton 2000; Morrison 2002). Empirical methods used: - Semi-structured interviews a) at the beginning of the project with participants and most of their Head Teachers to ascertain their perspectives on aspects of teacher needs, priorities and professional learning in the second year of a teacher’s teaching and b) at the end of research and project with participants, most of their Head Teachers and selected colleagues to ascertain their views of on the effectiveness of the action research undertaken . - Analysis of participant’s reflective journals and project reports (or in the case of students undertaking formal study, course assignments).

- Professional learning for early career teachers using Action Learning methodologies was highly valued by the participating teachers and met many but all learning needs and priorities. - ‘Year 2’ teachers learning priorities are principally concerned with developing learning and teaching skills which, they believe, must be of direct benefit to children and young people. - ‘Year 2’ teachers are very keen to share or distribute the outcomes or products of their professional learning; facilitating this across a school is, however, a challenging task requiring a specific and concerted action by others. – The teachers who participated in this project have a high degree of ‘micropolitical literacy’ (Kelterman and Ballet, 2000) . Given the stage of their career, however, their voices are ‘weak’ and sometimes unheard. - Whether the professional learning does or does not involve formal study is a significant factor for a number of reasons.