Challenging the Discourse of Professional development Walter Humes University of Stirling

Four Challenges Political Political Philosophical Philosophical Pedagogical Pedagogical Professional Professional

Discourse Analysis Where has the discourse come from? Where has the discourse come from? Why has it come to prominence now? Why has it come to prominence now? What is its knowledge base? What is its knowledge base? How does it shape the thinking and practice of professionals? How does it shape the thinking and practice of professionals? Whose interests does it really serve? Whose interests does it really serve?

The Changing Discourse of Professional Development Reflection Reflection Competences Competences Communities of enquiry Communities of enquiry Action research Action research Leadership skills Leadership skills Teacher identity Teacher identity

Curriculum for Excellence Successful learners Successful learners Confident individuals Confident individuals Effective contributors Effective contributors Responsible citizens Responsible citizens

Mark Priestley and Walter Humes (2010) ‘The development of Scotland’s Curriculum for Excellence: amnesia and déjà vu’, Oxford Review of Education 36 (3), ‘The development of Scotland’s Curriculum for Excellence: amnesia and déjà vu’, Oxford Review of Education 36 (3),

The Dangers of Pedagogical Fundamentalism ‘Active’ learning ‘Active’ learning Social constructivism Social constructivism Collegiality Collegiality

Edward Said ‘Proper professional behaviour [now consists of] not rocking the boat, not straying outside the accepted paradigms or limits, making yourself marketable and above all presentable, hence uncontroversial and unpolitical and “objective”.’ ‘Proper professional behaviour [now consists of] not rocking the boat, not straying outside the accepted paradigms or limits, making yourself marketable and above all presentable, hence uncontroversial and unpolitical and “objective”.’

Gordon Kirk ‘Perhaps the hallmark of the professional teacher is that he or she holds open the possibility of enhanced performance, not as a response to political diktat, not as a form of compliance, not in fulfilment of contractual requirement, but as the expression of an inner professional commitment to improved practice.’ ‘Perhaps the hallmark of the professional teacher is that he or she holds open the possibility of enhanced performance, not as a response to political diktat, not as a form of compliance, not in fulfilment of contractual requirement, but as the expression of an inner professional commitment to improved practice.’

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