1. Theoretical perspectives on professionalism, professionality and professional development invited seminar at the University of Cape Town 26 th September 2008 Dr Linda Evans School of Education, University of Leeds, UK

2. Professionality and professionalism Eric Hoyle: professionalism - status-related the institutional component of professionalisation professionality - knowledge, skills & procedures used in one’s work the service component of professionalisation ‘extended’-‘restricted’ professionality continuum

3. Professionality orientation: teachers ‘Restricted’ professionality Skills derived from experience Perspective limited to the immediate in time and place Introspective with regard to methods Value placed on autonomy Infrequent reading of professional literature Teaching seen as an intuitive activity ‘Extended’ professionality Skills derived from a mediation between experience & theory Perspective embracing the broader social context of education Methods compared with those of colleagues and reports of practice Value placed on professional collaboration Regular reading of professional literature Teaching seen as a rational activity Eric Hoyle, 1975

4. The researcher located at the ‘restricted’ extreme of the professionality continuum typically: The researcher located at the ‘extended’ extreme of the professionality continuum typically: conducts research that lacks rigour;conducts highly rigorous research; draws upon basic research skills;draws upon basic and advanced research skills; fails to develop or extend her/his methodological competence;strives constantly to develop and extend her/his methodological competence; utilises only established research methods;adapts established research methods and develops methodology; fails to develop basic research findings;generates and develops theory from research findings; perceives research methods as tools and methodology as a task- directed, utilitarian process; perceives research methodology as a field of study in itself; applies low level analysis to research data;strives constantly to apply deep levels of analysis to research data; perceives individual research studies as independent and free- standing; recognises the value of, and utilises, comparative analysis, meta-analysis, synthesis, replication, etc.; perceives individual research studies as finite and complete;constantly reflects upon, and frequently revisits and refines, his/her own studies; struggles to criticise literature and others’ research effectively;has developed the skill of effective criticism and applies this to the formulation of his/her own arguments; publishes mainly in ‘lower grade’ academic journals and in professional journals/magazines; publishes frequently in ‘high ranking’ academic journals; is associated mainly with research findings that fall into the ‘tips for practitioners’ category of output. disseminates ground-breaking theoretical issues and contributes to, and takes a lead in developing, discourse on theory. ‘Extended’ and ‘Restricted’ Researcher Professionality

5. The ‘restricted’-’extended’ teacher professionality continuum

6. Professionality and professionalism Professionality is: an ideologically-, attitudinally-, intellectually-, and epistemologically-based stance on the part of an individual, in relation to the practice of the profession to which s/he belongs, and which influences her/his professional practice. Evans, L. (2002) Reflective Practice in Educational Research (London, Continuum) Hoyle (2008) ‘the service component of professionalism’

7. Professionality and professionalism Professionalism is: the ‘plural’ of professionality; professionality writ large; the amalgamation of individuals’ professionalities. Professionalism is: professionality-influenced practice that is consistent with commonly-held consensual delineations of a specific profession and that both contributes to and reflects perceptions of the profession’s purpose and status and the specific nature, range and levels of service provided by, and expertise prevalent within, the profession, as well as the general ethical code underpinning this practice. (Evans, L. (2008) ‘Professionalism, professionality and the development of education professionals’, British Journal of Educational Studies, 56 (1), 20-38)

8. Professionalism and professionality Professionality is: an ideologically-, attitudinally-, intellectually-, and epistemologically-based stance on the part of an individual, in relation to the practice of the profession to which s/he belongs, and which influences her/his professional practice. Professionalism is: the perceived enactment of professionality-influenced practice that is consistent with commonly-held consensual delineations of a specific profession and that both contributes to and reflects perceptions of the profession’s purpose and status and the specific nature, range and levels of service provided by and expertise prevalent within the profession.

9. Key components of professionalism Subjective professionalism Functional component Intellectual component Attitudinal component procedural dimension productive dimension processual dimension evaluative dimension motivational dimension perceptional dimension epistemological dimension rationalistic dimension comprehensive dimension

10. intellectual component epistemological dimension rationalistic dimension comprehensive dimension What is the basis of practitioners’ knowledge? To what extent do practitioners apply reason to decision making? What do practitioners know and understand? Common sense and experience? Research and/or scholarship? In which disciplines/subjects? What depth? What width? Contextual differences? Is practice underpinned by rationality, intuition, or a mediation of the two? What does the professional knowledge base comprise? Are there specialist areas? Are there minimum (general) practitioner knowledge requirements?

11. attitudinal component evaluative dimension motivational dimension perceptual dimension How do practitioners evaluate things (issues, situations, people, activity, etc.)? How do they evaluate their profession and its purpose? How motivated are practitioners? What motivates them? How do practitioners perceive things (issues, situations, people, activity, etc.)? How do they perceive their profession and its purpose? What values do practitioners hold? How widespread/consensual are these values? Are there any key/core values? How motivated are practitioners? What motivates them? What perceptions do practitioners hold? What perceptions do they not hold? How widespread/consensual are specific perceptions? Are there any key/core perceptions?

12. functional component procedural dimension productive dimension processual dimension What procedures do practitioners apply to their practice? What hierarchical procedures operate within the workforce? What stratification exists within the workforce? What is the nature of practitioners’ output? How much do practitioners produce? What (if any) productive yardsticks guide them? What processes do practitioners apply to their practice? Mode(s) of communication? Mode(s) of implementing policy? Mode(s) of regulating? Mode(s) of innovating? How is responsibility distributed - for knowledge/role coverage? What layers of practice exist? What do practitioners ‘do’ – their remit and responsibilities? Is their workload determined by the clock – set hours? Is workload determined by the task – in response to need? Advising? Educating? Regulating? Policy analysis? Knowledge generation? Learning? Inter-institutional collegiality?

13. The professional development process in individuals Recognition of work- related deficiency or imperfect situation 1 Recognition of perceived improved alternative (a better way) 2 Motivation to adopt perceived improved alternative (or better way) 3 Adoption of perceived better way 4 Evaluation and refinement of adopted alternative 5 Recognition of new practice as an improvement 6 Evaluation and refinement of adopted alternative 5 Linda Evans (2007)

14. The professional development process in individuals (model 1) Recognition of work- related deficiency or imperfect situation 1 Recognition of perceived improved alternative (a better way) 2 Motivation to adopt perceived improved alternative (or better way) 3 Adoption of perceived better way 4 Evaluation and refinement of adopted alternative 5 Recognition of new practice as an improvement 6 Evaluation and refinement of adopted alternative 5 Linda Evans (2007)

15. The professional development process (model 2) Recognition of a better way of doing things 1 Recognition of work-related deficiency or imperfect situation 2 Motivation to adopt perceived better way of doing things 3 Adoption of perceived better way 4 Evaluation and refinement of adopted alternative 5 Recognition of new practice as an improvement 6 Evaluation and refinement of adopted alternative 5 Linda Evans (2007) - work in progress

16. Definitions of professional development Professional development is: the process whereby people’s professionalism and/or professionality may be considered to be enhanced. Within this overarching definition, my current definition of individuals’ professional development is: the enhancement of their professionality, resulting from their acquisition, through a consciously or unconsciously applied mental internalisation process, of professional work-related knowledge and/or understanding and/or attitudes and/or skills and/or competences that, on the grounds of what is consciously or unconsciously considered to be its/their superiority, displace(s) and replace(s) previously-held professional work-related knowledge and/or understanding and/or attitudes and/or skills and/or competences. (Evans, 2008, work-in-progress)

17. The professional development process in individuals Components: recognition that there’s an alternative a better way ‘encountering’ a specific alternative evaluating the specific alternative recognising the specific alternative as a better way implies recognition of the perceived relative inadequacies of previous practice/views/knowledge etc. adoption of the perceived better way evaluation of the newly adopted practice/views/attitudes etc. as better than what it/they replaced Evans (2008) work-in-progress

18. Professional development: an ontological model (2002) Professional Development Attitudinal Development Functional Development Procedural Change Productive Change Intellectual Change Motivational Change

19. Professional development: an ontological model (2008) (Evans, work in progress) professional development functional development intellectual development attitudinal development procedural change productive change processual change evaluative change motivational change perceptional change epistemological change rationalistic change comprehensive change

20. Issues for consideration Does the model apply to all elements of professional development? May each element involve a different process? Is there a process that, at the lowest reductionist level, is applicable to all three elements? stimulus to modify professional practice, or related attitudes, knowledge and/or understanding?