The article focuses on the notion of the learning space at work, particularly \nconsidering the relationships between work, learning, human agency and space. The \nissue of recognising working spaces as contexts for learning has received much \nattention in the educational debates of the past twenty years across a number of \ncountries worldwide, and in particular, in Asia and Europe (Chisholm et al, 2012). \nThe interpretation of the workplace as a site only for work and job-specific training \nhas been changing, and workplaces are now being acknowledged as sites for \nlearning in various configurations. The article draws on the notion of the learning \nspaces at work, looking specifically at their structure, meaning and affordances in \ndifferent settings. In order to explore ways in which workplaces are experienced as \nlearning spaces the study employs the photo-participatory method. The method has \nenabled practitioners to articulate what a learning space means for them, in ways \nthat contribute to both visualization and reflection. The cases, considered in this \narticle, demonstrate the way individuals construct their own working spaces, \ndiscussing their particular strengths and limitations. The research has suggested \nthat different types of learning spaces (such as institutional or independent sector \nsettings) may play a significant part in enhancing the learning processes, \nmotivations and attitudes of employees within their workplaces. The article \nconsiders views and perspectives from both independent specialists and institutional \nteachers and researchers specifically reflecting on how the concept of space \ninfluences their professional and personal development as well as life chances \nwithin the workplace and beyond.
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