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.

R Scott Webster is the coordinator for the 'Curriculum, Pedagogy and Professional Learning' teaching and research group at the School of Education.  Scott began his career in 1986 in North Queensland as a secondary HPE, Science and Maths teacher. He has also worked and studied in the UK and USA, and is the author ofEducating for Meaningful Livesand co-author ofUnderstanding the Curriculum: The Australian context.

John D Whelen has taught in Catholic, Independent and State schools in Victoria, Australia for thirty years, and gained his PhD late in his career.  He was a teaching associate in secondary education at Monash University and is an Associate Fellow of the faculty of Education there.  He is the author ofBoys and their schooling.The experience of becoming someone else.

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 teachers 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?.