Jane Wilkinson is an Associate Professor of Educational Leadership at Monash University, Melbourne, Australia. She has published widely in the fields of practice theory, praxis and leadership; gender and leadership; and refugee education. She is the national convenor of the Australian Association of Educational Research's Educational Leadership Special Interest Group. Her recent books include: Changing practices, changing education (with Kemmis, Edwards-Groves, Hardy, Grootenboer, and Bristol, 2014), and Travelling towards a mirage? Gender, leadership and higher education (with Fitzgerald, 2010).

Laurette Bristol is the President of the Catholic College of Mandeville, Jamaica. Her research focuses broadly on in-service teacher education for educational transformation. She is a member of the Pedagogy Education and Praxis international research network, and a co-founder of the international peer-mentoring network for women academics, CURVE-Y-FRIENDs. Her recent books include: Changing practices, changing education (with Kemmis, Wilkinson, Edwards-Groves, Hardy and Grootenboer, 2014), and Plantation Pedagogy: A Postcolonial and Global Perspective (2012).

Petra Ponte is a retired Professor in the Educational Research Centre at Utrecht University of Applied Sciences, The Netherlands. She was also Honorary Professor of Education at the University of Sydney, Australia, and Adjunct Professor at Charles Sturt University, Bathust, Australia. She has a background in Continental Pedagogiek and Educational Studies, publishing in the fields of special and inclusive education, cross-cultural collaboration, teacher professionalism, moral issues in education, and action research.

This book examines issues concerning professional development, professional learning, and the 'Education for All' (EfA) ethos. It explores the consequences for the education profession of EfA, examines how EfA practices intersect with theoretical notions of EfA, and explores how this intersection of theory and practice is rooted in different traditions and contexts. Chapters highlight the tensions, opportunities, and power relationships associated with professional development, providing a resource for learning about good educational practice, authentic social justice practice, and professional learning. This book was published as a special issue of Professional Development in Education.

Introduction - Professional development: Education for All as praxis 1. Education for All as praxis: consequences for the profession 2. Practice architectures of university inclusive education teaching in Australia 3. Multiplicity in the making: towards a praxis-oriented approach to professional development 4. 'Muddying the space': social justice, action research and professional learning 5. Professional development facilitators: reflecting on our practice 6. Young people as co-researchers: enabling student participation in educational practice 7. Ways in which teachers express what they consider to be in their pupils' best interest 8. Teachers' professional development as enabling and constraining dialogue and meaning-making in Education for All