ABSTRACT
Morality in professional acting becomes more and more an important issue. This chapter outlines a new understanding of professional morality.
Ethical dimensions in teachers’ professional decision making are illuminated. It is argued that considering these dimensions does not contradict the profes sional (i.e., instructional) success, as is often thought, but actually is a precondi tion for good teaching. In contrast to solely normative concepts, for listing the virtues a good teacher is supposed to possess, this approach focuses on an orientation that can be learned but requires fundamental changes in teachers’ concepts of their authority. This orientation is called the discourse position. The criteria for a discursive stance towards decision making and interpersonal prob lem solving are elaborated.
