TOWARDS A UCU CONCEPT OF

PROFESSIONALISM20th March 2013UCU seminar London

WHY TEACH?

At interview for a place on our teacher education courses we ask “Why do you want to become a teacher?“

So far we haven’t had the response:

“I’d really like to subordinate real education to economic imperatives”

CONTEXT

From Idealism

To instrumentalism

And blame

The subversive professional

(12 Dancing princesses)

1. Create a learning community where lecturers are able to experiment with new teaching methods, develop their own research strategies, and try out new ideas

2. Ensure that CPD needs are identified by staff, and that all lecturers, including part-time staff, are provided with high quality CPD and the resources they need

3. Provide a range of internal and external CPD opportunities that meet the needs of curriculum areas and individuals, including the achievement of relevant qualifications

4. Encourage individual and collective strategies for innovation in teaching and learning by supporting the dissemination of good practice, peer review and action research

5 Support CPD via the effective use of Advanced Lecturers to provide mentoring and support, an explicit recognition of CPD in timetabling, and dedicated space for dialogue and a structured sharing of good practice

CONSCIOUS PROFESSIONAL

Second order professionalism:

Subject

pedagogy

Single reflective being

AVATAR BUILDING, MYTH MAKING AND DANCING

ACTIVISM AND PROFESSIONALISM UCU: activism is professionalism

Teachers are dangerous people

Not waiting for our prince to come