The Core Practices Movement (CPM) and Social Justice Teacher Education (SJTE) represent two communities of practice within which novices develop as professional educators. However, there is little dialogue about how they might collaborate to develop novice social justice educators, and the critiques and recommendations that do cross movements originate from divergent theoretical starting points. Possibilities for convergence within the learning theories that underpin CPM and SJTE are explored, examining how social learning theories might be infused with, and enveloped within, critical learning theories. This article thus re-presents teacher education as a "community of praxis." Within each of its three hybrid dimensions--a shared repertoire of practice/praxis, mutual engagement of vertical and horizontal expertise, and joint enterprise of professional and political aims--possibilities for developing novice social justice educators are described, and tensions at the intersection of justice and practice in teacher education are explored.