1. Theory to practice in professional development: illustrating and testing an essentialist or quidditative model through practical examples paper presented at ECER 2009, University of Vienna, within the symposium: Examining Teachers’ Professional Development: perspectives from the UK, Switzerland and Belgium Wednesday 30 th September Dr Linda Evans School of Education, University of Leeds, UK l.evans@leeds.ac.uk

2. Teachers talking: which of these represents professional development? Anne: ‘It was a brilliant course! The tutors were really good and gave us some excellent ideas for different ways of using the maths equipment … and I’ve tried some of them out already and the children have loved them. Also, we learned a lot just through exchanging ideas with the other teachers on the course.’

3. Teachers talking: which of these represents professional development? Mark: ‘I used to want to leave teaching to become a HE lecturer. Now I’ve changed my mind and want to be a headteacher. I used to think being a headteacher would be too stressful for me – with all the interpersonal conflict that it brings. Now I believe I could cope with that aspect of it.’

4. Teachers talking: which of these represents professional development? Hilary: ‘Since our new boss was appointed, there’s now, for me, more job satisfaction in what I’m doing. I feel I’ve got more direction and purpose than I had before, when I wasn’t sure what I was doing. And that’s quite fulfilling … plus the fact that my new boss has got direction, and that helps as well … I do feel, at times, more constructively used than I did.’

5. Professional development: Linda Evans’s definition ‘Umbrella’ definition: Professional development is the process whereby people’s professionalism, or professionality, or professional practice may be considered to be enhanced, with a degree of permanence that exceeds transitoriness.

6. 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

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

8. Professional development: an essentialist or quidditative model (Evans, 2009, work in progress) professional development functional development intellectual development attitudinal development procedural change productive change processual change evaluative change motivational change perceptual change epistemological change rationalistic change comprehensive change

9. Definitions of the components: functional, attitudinal and intellectual development Functional development is the process whereby people’s professional performance is modified with the result that her/his professionalism, professionality or professional practice may be considered to be enhanced, with a degree of permanence that exceeds transitoriness. Attitudinal development is the process whereby people’s work- related attitudes are modified with the result that her/his professionalism, professionality or professional practice may be considered to be enhanced, with a degree of permanence that exceeds transitoriness. Intellectual development is the process whereby people’s professional-related knowledge, understanding or reflective or comprehensive capacity or competence are modified with the result that her/his professionalism, professionality or professional practice may be considered to be enhanced, with a degree of permanence that exceeds transitoriness.

10. The hierarchy of the definitions Each of the three componential definitions: functional development attitudinal development intellectual development lies within the over-arching definition of professional development: professional development is the process whereby people’s professionalism, or professionality, or professional practice may be considered to be enhanced, with a degree of permanence that exceeds transitoriness. The ‘change’ referred to is, therefore, change for the better. I define professional practice as: all professional- or work- or work context-related physical or mental activity.

11. Dissecting professional development: the change dimensions Comprehensive change - change in relation to what people know or understand Epistemological change - change in relation to the knowledge base upon which people draw and which they apply to their practice Rationalistic change - change relating to the extent of and the nature of the reasoning that people apply to their practice Perceptual change - change in relation to people’s perceptions and beliefs Evaluative change - change to people’s professional- or practice- related values, including the minutiae of what they consider important Motivational change - change to people’s motivation and levels of job satisfaction and morale Processual change - change in relation to the processes that constitute people’s practice – how they ‘do’ or ‘go about’ things Procedural change - changes to procedures that people utilise or apply within their practice Productive change - changes to what people achieve, produce or ‘do’

12. Evaluating my model: Three key questions How sound is the componential structure within the model? How sound is the classification and classificatory terminology? How useful is the model as an analytical framework?

13. Testing the model Evidential sources: Transcripts of research interviews with 21 English primary school teachers The research focus was not professional development limited dataset My own experiences as a schoolteacher and as an academic

14. Amanda Teacher at Rockville County Primary School At her job interview she asked about remedial teaching support – she was told that the deputy head, Margaret, came into classrooms to do small group remedial teaching. This didn’t happen. Amanda questioned the headteacher, Geoff, about it. He referred Amanda to Margaret. Amanda spoke to Margaret about it. Nothing happened. Amanda told Geoff of this. Geoff said he would mention it to Margaret. Margaret came and did small group work on one occasion. She promised to return the next day to continue with it. Margaret failed to return ever again. Amanda told Geoff of this. Nothing was done about the problem

15. Amanda’s comments ‘I didn’t know how to go about broaching this and so I did it, sort of … generally, in conversation with Geoff Collins, and he said I’d only to mention it [to Margaret] and it would be attended to. Now, I mentioned it and nothing was done about it. … Nothing was done about it and so, as time went on, I became more and more open in what I was saying to him [Geoff] and less subtle, I suppose.’ ‘I began to realise then that … er … it was [just] me and the children.’

16. Amanda’s comments ‘Perhaps I was expecting too much of the system … and yet, in my heart of hearts, I knew that that’s how it could be … particularly when, in a school like that, there was so much back-up available. The children could have been helped more … the staff could’ve been helped more … and it was more about administrative expediency – not offending those who were easily offended.… What I should’ve done … I should’ve asked for an adviser [to come] in school, and I should’ve done it through the adviser. Because I understand the advisory service now, that’s what I should’ve done. I should’ve asked to see my general adviser, discussed with the general adviser what the situation was, and told the general adviser that I was also writing to the senior adviser.’

17. Amanda’s comments: what evidence of professional development? Functional development: processual change – the processes that she adopted in collegial communication and interaction: ‘I became more and more open in what I was saying to him [Geoff] and less subtle, I suppose’ procedural change – the procedures that she adopted for dealing with a problem: going through the hierarchy in order to express her dissatisfaction accepting self-sufficiency as the best course of action: ‘I began to realise then that … er … it was [just] me and the children.’

18. Amanda’s comments: what evidence of professional development? Intellectual development: comprehensive change – she increased her understanding of the micro-politically-determined power structure and operational norms that prevailed in her school: ‘The children could have been helped more … the staff could’ve been helped more … and it was more about administrative expediency – not offending those who were easily offended.’ comprehensive change – she increased her understanding of systemic procedures and processes that she could have used to her advantage, if she had been aware of them earlier: ‘I should’ve asked for an adviser [to come] in school, and I should’ve done it through the adviser. … Because I understand the advisory service now, that’s what I should’ve done. I should’ve asked to see my general adviser, discussed with the general adviser what the situation was, and told the general adviser that I was also writing to the senior adviser.’

19. Amanda’s comments: what evidence of professional development? Attitudinal development: perceptual change - perception of her own agential capacity and potential for applying her increased knowledge and understanding of procedures, and designated roles and responsibilities, to initiate change that would impact upon her professional practice: ‘Because I understand the advisory service now, that’s what I should’ve done.’

20. The change dimensions: which ones are unaccounted for? Comprehensive change Epistemological change Rationalistic change Perceptual change Evaluative change Motivational change Processual change Procedural change Productive change

21. Hilary’s comments: what evidence of professional development? ‘Personally, for me, there’s now more job satisfaction in what I’m doing … in direction and purpose I feel I’ve got more than I had at the beginning, when I wasn’t sure what I was doing. And that’s quite fulfilling … plus the fact that my boss has got direction, and that helps as well … y’know what I mean? … I do feel, at times, more constructively used than I did.’

22. Hilary’s comments: what evidence of professional development? Attitudinal development: motivational change – her job satisfaction and motivation have increased as a result of her feeling that she is being given more direction: ‘there’s now more job satisfaction in what I’m doing … in direction and purpose I feel I’ve got more than I had at the beginning, when I wasn’t sure what I was doing. And that’s quite fulfilling.’

23. The change dimensions: which ones are unaccounted for? Comprehensive change Epistemological change Rationalistic change Perceptual change Evaluative change Motivational change Processual change Procedural change Productive change

24. Mark’s comments: what evidence of professional development? ‘I’m back in the groove of wanting to get on, as a deputy head, and become a headmaster, which I didn’t want to do when I spoke to you. The trouble was, I didn’t fancy the social problems and the nastiness involved … and parental conflict. But now I feel I’ve got the personality … that won’t be a problem – I can easily get over that. The thing that I feel now … I feel that it’s always been there, but I have the confidence to know better now.’

25. Mark’s comments: what evidence of professional development? Attitudinal development: motivational change – he is re-motivated to become a headteacher: ‘I’m back in the groove of wanting to get on … as a deputy head, and become a headmaster.’ perceptual change - changes to his perception of his own potential agential influence on his interaction with other adults, including parents and teachers: ‘I didn’t fancy the social problems and the nastiness involved … and parental conflict. But now I feel I’ve got the personality … that won’t be a problem’ evaluative change – his values have changed in relation to his ideal job; headship has increased in value to him

26. Mark’s comments: what evidence of professional development? Intellectual development: rationalistic change – he has examined the rationale underpinning his earlier disinclination toward becoming a headteacher, has found it wanting, and has re-rationalised his future career plans: ‘The trouble was, I didn’t fancy the social problems and the nastiness involved … and parental conflict. But now I feel I’ve got the personality … that won’t be a problem – I can easily get over that. The thing that I feel now … I feel that it’s always been there, but I have the confidence to know better now.’

27. The change dimensions: which ones are unaccounted for? Comprehensive change Epistemological change Rationalistic change Perceptual change Evaluative change Motivational change Processual change Procedural change Productive change

28. Linda Evans’s professional development experiences Functional development: productive change - becoming computer- literate and using ICT as a central resource in my work: greater productivity and efficiency Intellectual development: epistemological change – transformation from a ‘restricted’ to an ‘extended’ professional: acceptance of educational research/ scholarship as a valid basis for practice and professional knowledge

29. Addressing the three key questions How sound is the componential structure within the model? How sound is the classification and classificatory terminology? How useful is the model as an analytical framework?

30. How sound is the componential structure within the model? Have I omitted any components? All 9 are supported by evidence. Impossible to know if any are omitted Any theory represents propositional knowledge. Have I included any components that should not be there? It is possible that overlap occurs. The issue of potential overlap relates to the soundness of the classification and classificatory terminology.

31. How sound is the classification and classificatory terminology? Change dimensions that are currently missing will always be identifiable. The key issue is whether or not these share the same classificatory level as those already identified. Potentially missing are, for example: beliefs self-efficacy self-esteem I consider these to be subsidiary elements of - and therefore to represent a different classificatory level from - perceptual change. Ensuring the equivalence of the classificatory levels represented by the components is challenging. I am uncertain of having got it right at this stage. Can some of my components be conflated? Can each be justified in its own right? Is epistemological change, for example, a sub-component of comprehensive change or of perceptual change?

32. Professional development: an alternative essentialist or quidditative model professional development functional development intellectual development attitudinal development procedural change productive change processual change evaluative change motivational change perceptual change rationalistic change comprehensive change

33. Professional development: an alternative essentialist or quidditative model professional development functional development comprehensive development attitudinal development procedural change productive change processual change evaluative change motivational change perceptual change rationalistic change epistemological change

34. Professional development: an essentialist or quidditative model (Evans, 2009, work in progress) professional development behavioural development intellectual development attitudinal development procedural change productive change processual change evaluative change motivational change perceptual change epistemological change rationalistic change analytical change competential change

35. How useful is the model as an analytical framework? I have demonstrated the model’s potential and capacity for: ‘dissecting’ empirical evidence of professional development ‘episodes’ that have occurred; illuminating the nature and foci of such ‘episodes’. The model may also potentially be used for examining and scrutinising: the comparative impact of specific ‘kinds’ (i.e. dimensions) of professional development; the comparative prevalence of specific ‘kinds’ (i.e. dimensions) of professional development within designated provision of professional development opportunities; the componential composition of effective (and ineffective) professional development initiatives.

36. Linda Evans School of Education, University of Leeds, l.evans@leeds.ac.uk