Walking the talk: Reflective practice in developing an inclusive and balanced professional learning curriculum

HEATHER PENNINGTON AND ALYSON LEWIS, CARDIFF LEARNING AND TEACHING ACADEMY, CARDIFF UNIVERSITY, UK  Introduction  Professional learning is essential for teaching professionalism, as it fosters reflection, collaboration and continuous improvement in everyday practice (Salo et al., 2024; Darling-Hammond et al., 2017). While facilitators of professional learning are often adept at encouraging these practices in others, they must also undertake the brave and often uncomfortable work of critically examining their own methods. This reflective practice is essential for fostering authentic and impactful teaching experiences (Marshall et al., 2022; Brookfield, 1995). Drawing on decades of experience as educators working across diverse teaching sectors, we engaged in an honest and reflective examination of our continuing professional development (CPD) curriculum practices. Aligning with Wenger’s (1998) concept of communities of practice, which emphasises shared learning and collective