This chapter focuses on situated learning theories, specifically a critique of Wenger's (Communities of practice. Learning, meaning and identity. Cambridge University Press, Cambridge, 1998) notion of 'communities of practice'. The review of literature associated with communities of practice highlights the complexity of this framework but concludes, through a review of other workplace learning literature, that communities of practice is a suitable lens through which the context of in-service teachers' TPACK can be explored. [For the complete volume, "Digital Technology, Schools and Teachers' Workplace Learning: Policy, Practice and Identity," see ED573988.]