ABSTRACT
This chapter returns to specific educational suggestions and draws forward broader themes across them. They are not intended to be restricted to formal classroom pedagogy or pre-service/initial professional education, but to inform any site of professional learning: didactic or clinical, apprenticeship, workplace learning, and mentoring, continuing and postgraduate professional education. And like the professionals they teach, educators too are pressured by the governing regimes of increasing audit, standardisation and calculation, intended to guarantee their fulfilment of this responsibility. The simulation scenario in professional education, for instance, is a pedagogical construction nested within many systems: clinical knowledge, student's developmental trajectories, simulation manufacturers, and internationally circulated beliefs about 'good' professional education, local curricula, institutional timetables, hi-tech aspirations, national practice standards. For the practices of professional responsibility, these sociomaterial approaches show openings for entry, opportunities for interruption and strategies for productive coalitions. It concludes with final thoughts for ethical educating itself, returning to the question of the responsibilities of educators of professionals.
