Professional learning for praxis development: reflections

Abstract

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 constrain the development of educational and social practices through professional learning initiatives. In the lead article in this special issue, Salo, Francisco and Olin Almqvist outline key features of professional learning for praxis development, which are extended in the later article by Francisco, Forssten Seiser and Olin Almqvist. Together, these important features are: power and solidarity, trust, recognition, agency, reflection, collaboration, and time. These are key ideas to be kept in mind in research and practice in professional learning, and in the organisation and administration of professional learning initiatives.