Praxis development remains invisible in many discussions of professional learning because professional educators take praxis development for granted as an indissoluble part of education and educational work. This special issue provides new insights into professional learning for praxis development, and about the conditions that enable and…

This paper introduces an innovative clinical support and supervision project that has its origins in the concern for how senior school leaders are increasingly being expected to manage the escalating demand to care for pupils, families and often the wider community. In response to these pressures we offer a three-stage professional learning model…

Professional learning (PL) in education is thought to be a key mechanism for improving classroom instruction and student achievement. Yet despite decades of research into PL, the impact of this investment is not well understood, with reports of limited change in both research and practice. As part of a large-scale investigation focusing on…

It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one…

Youth workers provide services to youth and their families in different fields such as recreation, social justice, mental health. They play an important role in the well-being of youth and thus, mental health literacy (MHL) should be an integral part of professional preparation. The present grounded theory study examined how a MHL curriculum,…

This study explores the first year of a grant-funded professional development program that utilized collaborative inquiry to develop teachers' capacities to enact inquiry learning with secondary students in a variety of content areas. Guided by a vision of inquiry as a complex endeavor, located along a continuum of decisions about authentic…

Self-directed, informal learning is a less recognized and understood form of professional development. Researching informal learning is almost an oxymoron. The process of studying learning contexts, such as informal, self-directed professional development, raises new challenges for researchers. Gaining insights into self-directed professional…