From ethical reasoning to teacher education for social justice

The goal of this study is to explore teachers' ethical decision-making process in order to redesign teacher professional development programmes. Twenty teachers shared their critical ethical incidents; then another 50 teachers responded to those incidents. Findings relating to aspects of care and justice were nested into three categories: ‘democratic education,’ ‘culturally responsive’ and ‘critical pedagogy’. The disparity we noted among participants between perceived behaviours expected by educational policy and the perceived behaviours that they would choose reveal that it is recommended for teachers' professional development programmes to focus on social justice by learning how to integrate between justice and care.