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…

Professional learning is increasingly understood as vital for the development of educators, and for the development of a strong educational system. We argue that the most essential purpose of professional learning is for the development of critical praxis. Critical praxis is related to action that is morally, socially and politically informed.…

This piece describes a steadily changing, teacher leadership-oriented, CPED-affiliated, education doctorate (EdD) program that is housed in a department of curriculum and instruction. It situates the program design in relation to four key concepts--epistemology, praxis, efficacy, and iterative processes--while highlighting CPED's core stance that…

The professional learning journey for teachers can be either a challenging or a fulfilling one, depending on the conditions in each educational setting. One new initiative at the Manitoba Teachers' Society, the Collaborative Learning Team Grants project, seeks to address barriers such as fixed mindsets, a lack of time, and the absence of praxis,…

Opportunities to interrogate praxis through professional learning and reflection is common for school teachers but is not straightforward or as frequently practised by tertiary educators, particularly from across different universities. In this article, the authors who are arts educators from various universities explore a framework that focuses…

This study investigated two questions: a) What is the relationship between reflection and professional development? and b) What is the role of reflection in teachers' instructional decision-making? Teachers are often conflicted by competing theories (e.g. behaviorist vs. constructivist) and principles (progressives vs. essentialists) at both…

This article examines the relationship between confidence and risk in relation to the initial education and continuing professional development (CPD) of teachers. The context for this examination is the Lifelong Learning Sector (LLS) in England, which sits between secondary schools and universities, and the discussion is illustrated with data…

In-service educators have a crucial role to play in meeting the professional learning needs of teachers of the future, according to the Council of Europe's "ET 2020", although it is less clear what that role entails. This empirical study, undertaken in a university school of English language in Turkey, explores the everyday experience of…

These proceedings contain the papers of the International Conference on Educational Technologies 2013 (ICEduTech 2013), which has been organised by the International Association for Development of the Information Society and co-organised by the Faculty of Computer Science & Information Technology, Universiti Putra Malaysia, Kuala Lumpur,…