Purpose: The purpose of this study is the development of a methodology that draws on activity theory (AT) to assess educators’ and leaders’ professional learning in a pre-school setting.Design/methodology/approachThe paper reports on a case study of professional development in an active learning classroom (ALC) where 20 professionals participated in a one-day writing workshop. AT was used to analyse the writing workshop as well as data from reflective writing, video recordings, interviews and surveys.

Findings: The paper shows that professional development is significantly influenced by a range of mediating technologies used in educational spaces such as the ALC. The mediated practice breaks normal work practice in the pre-school activity system and division of labour roles, and hierarchical positions and professional relationships. Such a break is considered to facilitate a manifestation of professional learning. However, it also poses a risk for organisational disruptions emphasising the need for diagnostic understanding when an ALC should be used for capturing workplace learning.

Practical implications: Structured writing workshops – taking place in ALCs – provide a suitable forum that breaks with routines, accelerates collective reflections and articulation of negotiated meaning and produces a common ground across hierarchical roles supporting collective professional development in the activity system.

Originality/value: Unlike previous research focusing on student perspectives, this study views these spaces as settings for professionals to recognise and solve developmental problems. It suggests that structured writing workshops in ALCs can accelerate collective reflection and support collective professional development across hierarchical roles.