In this work, the position is taken that practice is a knowledge-rich domain where knowledge use and knowledge creation intertwine. This article presents a learning-in-practice model of occupational therapy which anchors occupational therapy theory within the reality of occupational therapy practice, identifying theory and practice as one entity. The model takes issue with the theory/practice paradigm of practical professions and suggests that, in occupational therapy, the real world situation of practice and clients' life-world contexts are the most fitting frames of reference for practitioners. The model, arising from the thesis ‘Occupational therapy: perspectives on the effectiveness of practice’ (Jenkins, 1994), implies that professional effectiveness is not dependent only on the concept of reflection in and on action as espoused by Schön (1987) but, in effect, hinges on a ‘community of practice’ wherein learning is situated, ongoing and continuous and occurs in action, in discussion and in periods of personal reflection, purposively and incidentally. Part 1 introduced the work and described Lave's and Wenger's Situated Learning Perspective, from which this practice model is derived; the model's four basic constituents – community, context, access and language – were presented. Part 2 identifies these in the occupational therapy setting and forwards the notion that the model is the kernel of democratic professionalism.
