A living educational theory research approach to continual professional learning and development with values

We contend that professional practitioner’s learning and development requires more than improving skills, knowledge and expertise associated with a field of practice and behaving in accord with the ethical statements of organisations. It requires practitioners to §realise their responsibilities to hold themselves to account for the consequences of their practice for human flourishing and contributing to the growth of a global knowledge base all may benefit from. Professional practice is shaped by, and shapes, dynamic, complex ecologies comprised of local, national, and global priorities and cultures. This is of international concern, as illustrated by The United Nations’ vision for transforming education, the global vision in a European framework and the values vision of the Magna Charta Universitatum. We draw on academically rigorous and validated accounts of Living Educational Theory Research created by professional practitioners working in various fields and contexts. We analyse their accounts to illustrate how, by engaging in Living Educational Theory Research as CPD, professional practitioners establish a robust evidence base for policy and practice development, which enhance the learning of individuals and communities to flourish, help others do so too, and contribute to Humanity learning to flourish as a benign present in the world.