Cornelius Ssempala¹, Peter Mpiso Ssenkusu¹, John Mary Vianney Mitana^2,

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.

the managerial and activist professional, travelling and embedded policy, convergence and divergence, conversation, disenchantment, the face of the other, immanent-transcendence