This is the second of two papers which look at the relationship between the development of individual physiotherapists and the development of physiotherapy as a profession. It explores the nature of professional knowledge and the process of professional learning which is seen to be crystallised through an integration of theory with practice in the workplace. Important influences of situated cognition and situated learning on physiotherapy practice are identified and discussed in the context of theories of social action and symbolic interaction. These theories challenge the curricular assumptions on which many undergraduate education programmes are based. It is concluded that education programmes which aim to facilitate professional development may more effectively link theory and practice to promote professional learning which is relevant to changes in the ethos and delivery of health services and work in healthcare teams.
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