Teaching is becoming increasingly complex in the twenty-first century, creating a need for more sophisticated frameworks to support teachers' professional learning. Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood. This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction among professional learning, communities, leadership and change. The book brings together more than a decade of the authors' research in school-based action learning.