1. TOWARDS A UCU CONCEPT OF PROFESSIONALISM 20 th March 2013 UCU seminar London

2. 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”

3. CONTEXT From Idealism To instrumentalism And blame The subversive professional (12 Dancing princesses)

4. 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

5. CONSCIOUS PROFESSIONAL Second order professionalism: Subject pedagogy Single reflective being

6. AVATAR BUILDING, MYTH MAKING AND DANCING

7. ACTIVISM AND PROFESSIONALISM UCU: activism is professionalism Teachers are dangerous people Not waiting for our prince to come