2022-06-272022-06-272019Gerry, J. and Quirke-Bolt, N. (2019) 'Teachers' professional identities and development education', Policy & Practice: A Development Education Review, 29, 110-120, available: https://www.developmenteducationreview.com/issue/issue-29/teachers%E2%80%99-professional-identities-and-development-education.1748-135Xhttps://dspace.mic.ul.ie/handle/10395/3058This article explores the relationship between development education (DE) and the notion of teachers’ identity. The Teaching Council’s Code of Professional Conduct for Teachers (2016a) is seen as a significant step forward in clarifying the essential role of teachers. In interrogating the four underpinning ethical values associated with teaching in the Code - respect, care, integrity and trust - we find strong resonances with the traditions and ambitions of DE. We contend that a commitment to the advancement of human rights and to global justice perspectives generally follows organically from embracing the Code of Professional Conduct for Teachers. Furthermore, we believe our conclusions have implications for Irish Aid, The Teaching Council, teachers, student-teachers, initial and ongoing teacher educators as well as DE practitioners.engOpen Accesshttps://www.developmenteducationreview.com/Teacher identityCode of professional conductGlobal citizenshipDevelopment educationTeaching councilIrish aidArticle