In a neoliberal society, individualistic and technical logics tend to reduce professionals to consumers ofdevelopment courses. Professional learning becomes about carrying out standardized methods initiated byschool authorities, despite such arrangements usually not resulting in changes in practice. The aim of this studyis to go beyond the dominant individualistic perspective to discuss implications for professional learning basedon practice perspective that conceptualize learning as the process of changing practices. The Theory ofpractice architectures (TPA) (Kemmis & Grootenboer, 2008) and Ecologies of practices (Kemmis et al., 2012)were used when analyzing the process of professional learning in an action research conducted in Sweden, inwhich 14 preschool principals collaborated with a researcher to change their ways of leading digitalization inpreschool education. The findings shows that when practices for professional learning are co-produced witheveryday practice it enables changes based on professional judgment and nurtures praxis, in this studyconceptualized as etically informed actions. The study has implications for how professional learning can bearranged to generate changes in and for practice, and is relevant to those engaged in organizing for, leading,and participating in, practices for professional learning.