This paper considers the nature of professional learning arising from action research in widely dispersed and mobile work settings across professional organisations.The theorectical framework adopted is derived from practice-based theories of learning, where practice is understood to be ‘embodied, materially mediated arrays of human activity centrally organized round shared practical understanding’ (Schatzki, 2001:2). In particular, our conception of profession learning follows Fenwick et al. (2003) in their discussion of learning as socio-material. The paper suggests that the dilemmas arising from action research projects can offer potential for professionals to experience informal and often unanticipated learning about roles and responsibilities, and structures and systems within the workplace. The paper explores the types of dilemmas experienced by professionals from four case studies representing different work place contexts and identifies similarities in the kinds of professional learning experienced. The paper argues that much of the learning that takes place as a result of analysing dilemmas is transformative in that it enables people to become more critical of practice and aware of the underlying contradictions and problematic structures that affect their practices (Brookfield and Holst 2011). The cases presented in this paper are structured around the following questions. What was the purpose of the AR and in what ways was it intended to promote learning? What were the dilemmas arising from the case? What transformative professional learning emerged from the dilemmas?

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