Analysing trajectories of professional learning in changing workplaces

In order to study the mutual shaping of action and institutional setting there is a need for a method of analysing data which provides a window on the contingent and sequential emergence of new ways of thinking and speaking in specific institutional contexts. This paper addresses this challenge through a consideration of the developments that were made during a 4-year study of professional learning in settings which were subject to new legal requirements for multiagency working in children's services in England.