Abstract
Continuing professional development is an essential element in any overall strategy for lifelong learning. However, there are currently a number of political and economic pressures which result in such development being seen increasingly in terms of discrete, usually accredited, courses rather than as something embedded in ongoing professional life. This article explores the way in which action technologies can support continuing professional development by encouraging reflection on practice and outcomes analysed. Both are based in the Local Authority sector at a time of considerable upheaval. The first is set within an Adult Education Service in an authority approaching reorganisation; the second within a Community Education Service in anewly created single-tier authority. Both projects indicate the importance of grounding action technologies within peer support structures
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