eng Science and Education Publishing American Journal of Educational Research 2327-6150 2021-10-28 9 10 647 653 10.12691/education-9-10-7 EDUCATION20219107 article Cornelius Ssempala 1 Peter Mpiso Ssenkusu 1 John Mary Vianney Mitana mitanavianney@yahoo.com 2 College of Education and External Studies, Makerere University, Kampala-Uganda Luigi Giussani Institute of Higher Education, Kampala, Uganda While efforts to regularize CPD and comply with global standards promise a more competent teacher workforce in pre-primary, primary and secondary schools, the question of a more enchanted and value-oriented CPD embedded in local cultural-linguistic life worlds remains hanging. Carefully going through the traditional philosophical terrain, since Hume and Kant, up till Heidegger, Foucault and the Neo-pragmatists, and Virtue Ethicists, the purpose of this paper is to provide a philosophical background against which Uganda¡¯s National Teachers Policy could be conceived as more ethically-motivated. We used content analysis to examine the National Teacher Policy document alongside other local and international literature about teachers¡¯ continuous professional development. It concludes by showing how a Levinasian perspective, though not widely known in educational circles, explains how a personally engaging and vocational professionalism could re-enchant the Ugandan teacher¡¯s work and life. http://pubs.sciepub.com/education/9/10/7/education-9-10-7.pdf the managerial and activist professional travelling and embedded policy convergence and divergence conversation disenchantment the face of the other immanent-transcendence