While it does not disdain propositional knowledge and what is sometimes called theory, its prime interest is in the formation of self-renewing and effective professional practices—a distinct theoretical position in its own right.
[6] Interest in this territory is not confined to the UK, with some of the most respected work associated with David Boud at the University of Technology, Sydney, NSW.
[7] As practiced in K-12 education in the United States, practice-based professional learning develops and integrates a school's use of curriculum and assessment, instructional leadership, and professional learning communities (PLCs) to create a system-wide shift in day-to-day classroom instruction.
[8] Indeed, it is this focus on daily classroom practice, "the core tasks and activities of teaching rather than knowledge or theory" that distinguishes practice-based professional learning from other models of professional learning and development.
[9] Several US universities and educational companies have created materials and resources that use a PBPL approach.