Robyn Ewing AM is Professor Emerita, Teacher Education and the Arts, School of Education & Social Work, University of Sydney.Fran Waugh is Professor Emerita, Social Work, School of Education & Social Work, University of Sydney.David L. Smith is an educational consultant, formerly Associate Professor, Faculty of Education, University of Sydney.

"This text on Reflective Practice in Education and Social Work is both timeless and timely. Timeless in that it features the wisdom of luminaries in the field like Stephen Brookfield and Susan Groundwater-Smith. Timely in that the focus on the critical in critical reflection is becoming more difficult in the professions of Education and Social Work as we are driven by performance targets devoid of both educational merit and professional trust. The emphasis on the development of a genre of critical talk and writing for pre-service students in both professions is to be commended and deserves follow-up research. I commend this text to all educators interested in critical reflection of the pedagogies they employ to promote critical reflection among their students." Tony Loughland, Associate Professor, School of Education, Arts, Design & Architecture"This edited collection provides a shared view and connection to the importance of critical reflection across social work and education. As our professional approach and identity is embedded to an embodiment of self and others, our need to consistently engage in reflective practice processes is a must. Readers will be encouraged to proactively review their own positionality and perspectives and implored to create and sustain space within their roles to ‘be better’ as educators and social workers. It is through this commitment we can achieve inclusive engagement underpinned by social justice values and outcomes." Professor Jioji Ravulo, Professor of Social Work and Policy Studies, Chair of Social Work and Policy Studies, Sydney School of Education and Social Work, Faculty of Arts and Social Sciences, The University of Sydney "As shown by this remarkable book, reflective practice is crucial to anyone working for equality and justice and has the potential to be transformational. The book is written by an impressive array of scholars and practitioners with deep experience in reflective practice. It is a must-read for all social progressives wanting to engage in reflective practice in more critical, nuanced and insightful ways." Heather Fraser, Associate Professor in Social Work, Queensland University of Technology

• 1.Introduction: What is reflection and reflective professional practice? 2.Theoretical underpinnings for reflective practice in the university and workplace 3. Identifying resonances for a reflective practice pedagogy for the Education and Social Work professions 4. What does it mean to be a reflective practitioner in education? 5. Reflective practice in Social Work 6. Reflective practice across the disciplines: A synthesis 7. Can critical reflection improve social work practice in organisations? 8. A case study: Using principles for reflective practice pedagogies to develop preservice teachers’ reflective capacities 9. The "Wollongong Way": Addressing issues of reflection and the development of professional identity with time-poor preservice teachers 10. Conversations and the reflexive turn in social practice 11. Evaluating evidence for reflection and reflective practice 12. Professional learning in an age of digital technology: A reflection on critical literacy 13. Helping white practitioners become critically reflective about racism and white supremacy 14. Conclusions and recommendations

Robyn Ewing AM is Professor Emerita, Teacher Education and the Arts, School of Education & Social Work, University of Sydney.Fran Waugh is Professor Emerita, Social Work, School of Education & Social Work, University of Sydney.David L. Smith is an educational consultant, formerly Associate Professor, Faculty of Education, University of Sydney.

"This text on Reflective Practice in Education and Social Work is both timeless and timely. Timeless in that it features the wisdom of luminaries in the field like Stephen Brookfield and Susan Groundwater-Smith. Timely in that the focus on the critical in critical reflection is becoming more difficult in the professions of Education and Social Work as we are driven by performance targets devoid of both educational merit and professional trust. The emphasis on the development of a genre of critical talk and writing for pre-service students in both professions is to be commended and deserves follow-up research. I commend this text to all educators interested in critical reflection of the pedagogies they employ to promote critical reflection among their students." Tony Loughland, Associate Professor, School of Education, Arts, Design & Architecture"This edited collection provides a shared view and connection to the importance of critical reflection across social work and education. As our professional approach and identity is embedded to an embodiment of self and others, our need to consistently engage in reflective practice processes is a must. Readers will be encouraged to proactively review their own positionality and perspectives and implored to create and sustain space within their roles to ‘be better’ as educators and social workers. It is through this commitment we can achieve inclusive engagement underpinned by social justice values and outcomes." Professor Jioji Ravulo, Professor of Social Work and Policy Studies, Chair of Social Work and Policy Studies, Sydney School of Education and Social Work, Faculty of Arts and Social Sciences, The University of Sydney "As shown by this remarkable book, reflective practice is crucial to anyone working for equality and justice and has the potential to be transformational. The book is written by an impressive array of scholars and practitioners with deep experience in reflective practice. It is a must-read for all social progressives wanting to engage in reflective practice in more critical, nuanced and insightful ways." Heather Fraser, Associate Professor in Social Work, Queensland University of Technology

• 1.Introduction: What is reflection and reflective professional practice? 2.Theoretical underpinnings for reflective practice in the university and workplace 3. Identifying resonances for a reflective practice pedagogy for the Education and Social Work professions 4. What does it mean to be a reflective practitioner in education? 5. Reflective practice in Social Work 6. Reflective practice across the disciplines: A synthesis 7. Can critical reflection improve social work practice in organisations? 8. A case study: Using principles for reflective practice pedagogies to develop preservice teachers’ reflective capacities 9. The "Wollongong Way": Addressing issues of reflection and the development of professional identity with time-poor preservice teachers 10. Conversations and the reflexive turn in social practice 11. Evaluating evidence for reflection and reflective practice 12. Professional learning in an age of digital technology: A reflection on critical literacy 13. Helping white practitioners become critically reflective about racism and white supremacy 14. Conclusions and recommendations