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.