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Professional Development in Education Volume 39, 2013 - Issue 4: Professional Development: Education For All As Praxis
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Education for All as praxis: consequences for the profession

Petra Ponte Research Institute for Professional Practice, Learning and Education (RIPPLE), Charles Sturt University, Wagga Wagga, NSW, Australia; Faculty of Education and Social Work, University of Sydney, Sydney, NSW, AustraliaCorrespondence[email protected]
&
Ben H.J. Smit ICLON, Leiden University Graduate School of Teaching, Leiden, The Netherlands
Pages 455-469 | Received 20 Feb 2013, Accepted 12 Apr 2013, Published online: 02 Jul 2013

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Jane Wilkinson & Mervi Kaukko. (2020) Educational leading as pedagogical love: the case for refugee education. International Journal of Leadership in Education 23:1, pages 70-85.
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Mike Wray & Ann-Marie Houghton. (2019) Implementing disability policy in teaching and learning contexts – shop floor constructivism or street level bureaucracy?. Teaching in Higher Education 24:4, pages 510-526.
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Laurette Bristol & Petra Ponte. (2013) ‘Muddying the space’: social justice, action research and professional learning. Professional Development in Education 39:4, pages 513-530.
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Petri Johannes Salo & Karin Rönnerman. (2013) Teachers’ professional development as enabling and constraining dialogue and meaning-making in Education for All. Professional Development in Education 39:4, pages 596-605.
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Carlos Van Kan, Petra Ponte & Nico Verloop. (2013) Ways in which teachers express what they consider to be in their pupils’ best interest. Professional Development in Education 39:4, pages 574-595.
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Articles from other publishers (1)

Kathleen Mahon, Hannu L. T. Heikkinen, Rauno Huttunen, Tess Boyle & Ela Sjølie. 2020. Pedagogy, Education, and Praxis in Critical Times. Pedagogy, Education, and Praxis in Critical Times 15 38 .

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