In this paper we zoom in on good professional practice, in this case, the practice of teaching. First, we draw on Pedagogy, Education and Praxis (PEP) research to examine different pedagogical perspectives on the aims and ends of teaching: how teaching is understood within different and contested practice traditions. We then turn to practices of teaching: how teachers experience teaching, and the possibilities for realizing good professional practice in teaching. Third, we consider the politics of teaching: the ‘doubleness’ in teachers’ lived experience as they attempt to pursue pedagogically-informed goals in their teaching practice while also trying to meet the system imperatives of neoliberal policy regimes. Fourth, we discuss the prospects for praxis in teaching, especially in the light of many teachers’ aspirations to critical pedagogical praxis in their working lives. We then conclude with comments about issues for further research in the light of the PEP research reviewed for this paper.

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