ABSTRACT
In this special issue, we present different, but strongly related, research projects that examine issues with regard to professional development, professional learning and the ‘Education for All’ ethos. The overall aim of the special issue is threefold: firstly, it explores the consequences for the profession of Education for All and how professional development and professional learning may be made manifest as part of an Education for All practice. Secondly, it examines how Education for All practices intersect with theoretical notions of Education for All. Finally, it explores how this intersection of theory and practice is rooted in our different (Anglo-Saxon, continental and Northern European) traditions and contexts, and the consequent implications of these traditions and contexts for professional development and learning.
