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In 2007 new professional standards were introduced for teachers, trainers and tutors working in the lifelong learning sector. These defined key purposes and standards of teacher education, listing the values, skills and ultimately content that drives training programmes in England and Wales. These are important prescriptions influencing profoundly the way we introduce our profession to the next generation of teachers, yet so often I, my colleagues and our trainees groan at the ‘dead-hand language’ in which our professionalism is couched. We are urged to think about ‘delivery’ of learning, to use ‘instruments of assessment’ to employ the ‘tools’ of feedback and of course ‘produce’ information which verifies these activities are checked within ‘quality cycles and processes’. I’m not arguing here against the need for standards in training, but when I read this kind of stuff I am hard pushed not to visualise some kind of virtual, grey warehouse churning out teachers inured to the alien language of standards and resigned to the idea that learning and teaching have become ‘the love that dare not speak its name’.

What If We Taught Teachers to Think More Like Poets?