Chapter 1. The importance of rethinking reflection and ethics for education -- Part 1: Professional standards, codes, ethics and values -- Chapter 2. Understanding and interrogating professional standards -- Chapter 3 -- Teaching through ethical tensions: Between social justice, authority and professional codes -- Chapter 4. Teacher responsibility -- Chapter 5. Teacher reflexivity: An important dimension of a teacher’s growth -- Chapter 6. Teachers, clergy, scholls and paedophilia: Making a mockery of the duty of care -- Chapter 7. Reflecting together on spiritual possibility -- Part 2: Reflection for Teaching and Learning -- Chapter 8. How have you been? On existential reflection and thoughtful teaching -- Chapter 9. What are we doing? Reflecting on the purpose of education – and where such reflection might lead -- Chapter 10. Reflection, contemplation and teacher problem-solving in the world(s) of the classroom -- Chapter 11. Renegotiating reflective and ethical practice in a liquid education system -- Part 3: Transitioning to Professional Practice -- Chapter 12. A socially critical approach to community and parental engagement: A matter of professional ethics -- Chapter 13. Postscript: To fabricate or authenticate our self as teacher?.

This book reexamines reflection and ethics for teachers, and argues the case for ensuring teaching practices are educational and professional rather than simply technical or clinical. Demonstrating that theory is indispensable when it comes to professional deliberation and educational practice, the authors draw on their experience to provide insights for teachers that will enable them to become better professional educators. This collection of research chapters, written by established researchers and educators in the field who are familiar with a variety of teaching contexts and are conversant with the current teaching standards and policies relating to teaching and teacher education, is a valuable resource for practicing teachers, researchers, policy-makers as well as for final-year student-teachers in Initial Teacher Education programs. Further, it enables early career teachers to meet their professional responsibilities in a more critically informed and capable manner.