It is kindred to terms such as 'work-based learning', 'workplace' or 'work-centred' learning. Distinctive, though, are a concern for professional learning, and the preference for 'practice' rather than 'work'. While it does not disdain propositional knowledge and what is sometimes called 'theory', its prime interest is in the formation of self-renewing and effective professional practices—a distinct theoretical position in its own right.