This paper is offered at the beginning of a project in the University of Glasgow Faculty of Education concerned with embedding education for global citizenship within ITE courses. The project is being undertaken in partnership with the International Development Education Association for Scotland, and is sponsored by the Department for International Development. It might legitimately be argued that Scottish teacher education has fallen prey to the culture of "performativity", since over the past ten years there has been an increasing and relentless pressure towards competence based teacher education, and currently towards benchmarking. Indeed there are signs that such initiatives will in future characterise all aspects of teacher development from the probationary period through chartered teacher to the Scottish Qualification for headship. Against this background a few notable researchers ( Bottery,2000; Carr, 2000 ) have been asking demanding questions of teacher educators, particularly in relation to the moral/ethical dimensions of teaching as a profession. This paper seeks to address how, in the context of the Global Citizenship project, such voices might offer the opportunity to reclaim the "high ground" in discourse relating to the nature of teaching and teacher professionalism, rather than that education for global citizenship be seen as something to "bolt on" to an already crowded ITE curriculum.