Critiquing Praxis describes the contemporary state of the teaching profession based on different aspects of Dutch educational praxis. The authors are analysing the current situation in curriculum thinking in teacher education, trends in policy and administration, conditions for teaching professionalism, trends towards diversification, and current responses in teacher education. The descriptions are followed by reflections from Australia and Scandinavian perspectives. Its critique of the current state of the profession, especially in the face of the centralisation of education policy and the decentralisation of responsibility to schools and school boards, has widespread applications elsewhere in the world. The book aims to offer opportunities to learn from history via a praxis model for critique that is strongly based on European perspectives in pedagogy and sociology. It concludes that educational praxis is multifaceted and dynamic but that in practice, conceptual one-sidedness is often the norm.