What do we still need to know about

What do we still need to know about professional development? A research agenda for the field Keynote address presented at the IPDA annual conference Aston Business School Saturday 29 th Nov. 2014 by Linda Evans University of Leeds, UK

In the beginning … � Early 1990 s – new journal announced � ‘spotted’ a trend – a focus on teacher development as a field of study � established the Teacher Development Research and Dissemination Unit at Warwick � Began to examine the concept of teacher development.

Since then … � The ◦ ◦ evolution of labelling: Teacher development CPD Professional development Professional learning � Expansion of the literature base:

Which of these are clear examples of professional development? 1. 2. 3. 4. 5. A teacher participates in an INSET workshop on gender issues and evaluates it as having expanded his perspectives on a TV crime series one traditional gender roles. AWatching teacher participates in an INSET A teacher participates in an INSET workshop on gender issues evening, a headteacher is prompted by workshop on gender issues and A teacher participates in an INSET Areturning teacher participates in an INSET and, on to the classroom, begins to incorporate an incident in the plot to question the moreworkshop gender-awareness into his teaching. evaluates it as having expanded his workshop on gender issues and, on she had planned deal with aon Away GP an reads an article into the Lancet A GP reads article in the Lancet on bereavement counselling perspectives on traditional gender roles classroom, begins toto andreturning onproblematic the basis ofto itsthe content she changes her approach junior colleague. She bereavement counselling and on the counselling bereaved patients. incorporate more gender-awareness rethinks her strategy for changes dealing with basis its series content she her Watching a TVof crime one evening, a headteacher is into his teaching prompted by an incident in the plot to question the way she him approach to counselling bereaved had planned to deal with a problematic junior colleague. She patients rethinks her strategy for dealing with him.

What do we know about professional development? � It’s not just about going on courses. � For teachers, it goes beyond INSET and CPD. � It’s not always clearly labelled. � It can occur anywhere. � It can occur without our planning or expecting it: ◦ taking us unawares � It can occur without our noticing it.

What do we know about professional development? � It may be ‘situated’ (Hoekstra; Lave & Wenger) � It may occur ‘implicitly’ (Eraut) � It may occur through ‘communities of practice’ (Wenger) � It may be ‘incidental’: ◦ ‘takes place in everyday experience and occurs without intention, from “doing” and from both successes and mistakes. People may not be conscious of it’ (Smylie, 1995)

Gaps in the knowledge base 3 key issues : � How professional development occurs; � What development is involved; � What professional development is.

How does professional development occur? � Much literature that ostensibly addresses this. � A collection of ‘models’ of professional development. � Their contribution to the knowledge base is varied: ◦ in terms of elucidatory magnitude and scale. � Models tend to be conceptual or processual. � Conceptual models vary in relation to specificity and detail. � Processual models vary in relation to theoretical contribution.

Processual models of professional development Atheoretical � highly contextspecific � simply illustrate what is likely to ‘work’ in practice Theoretical � claim universal applicability � contextindependent

Gaps in extant processual models � Fail to tell us what goes on inside an individual’s head, in order for her/him to develop professionally. � Fail to elucidate the ‘micro-level process of professional development’: ◦ ‘singular unit’ of professional development � Fall ◦ ◦ short of explaining: deviance atypicality relationality causality.

Gaps in the knowledge base � There is a tendency to identify contexts, circumstances or situations that are typically conducive for professional development. �A preoccupation with describing contexts where professional development occurs. � ‘To simply identify workplace conditions conducive to teacher learning is not the same thing as understanding in greater depth the complex, potentially interactive functional relationships of those conditions to learning. It does not shed light on the interactions between the work environment and individual cognitive and psychological states in the learning process. ’ (Smylie, 1995)

Gaps in the knowledge base � ‘The majority of [professional development] programs fail because they do not take into account two crucial factors: (1) what motivates teachers to engage in professional development, and (2) the process by which change in teachers typically occurs. ’ (Guskey, 2002) � Guskey’s model of the process of teacher change is intended to portray ‘the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions’. � Falls short because it fails to illuminate the microlevel professional development process in individuals. � ‘Models of teacher professional development have not matched the complexity of the process we seek to promote. ’ (Clarke & Hollingsworth, 2002)

Closing the gaps � Clarke & Hollingsworth highlight the limitations of superficial and over-simplistic path models of teacher professional development. � Interconnected growth model of teacher professional � Addresses the ‘why? ’ questions that are so important to understanding the motivation that prompts professional development: They ask, ‘What were the mechanisms whereby change in one of the … dimensions [identified in their model] triggered change in another? ’

Closing the gaps � Clarke & Hollingsworth have made a good job of closing some of the gaps. � They and I seem to be thinking along the same lines: ◦ pursuing the same jigsaw pieces of knowledge. � Yet one of my key foci is the cognitive sequence or process that constitutes ‘microlevel development’ ◦ the mental internalisation process. � In this respect, Clarke & Hollingsworth’s model still leaves a few boxes unticked.

� To So how does professional development occur? address this question we need to address: ◦ What development is involved? ◦ What is professional development? � What is it that we are developing when we speak of professional development? ◦ ◦ ◦ �I skills? knowledge? thinking? attitudes? capacity? understanding? like to think that it is people’s professionalism.

My conceptualisation: key components of professionalism � What practitioners do � How they do it � What they know and understand � Where and how they acquire their knowledge and understanding � What kinds of attitudes they hold � What codes of behaviour they adhere to � What purpose(s) they perform � What quality of service they provide � The level of consistency incorporated into the above

professionalism behavioural component attitudinal component intellectual component processual dimension perceptual dimension epistemological procedural dimension evaluative dimension rationalistic dimension productive dimension motivational dimension comprehensive competential dimension analytical dimension

Defining professional development My current ‘umbrella’ definition : ‘Professional development is the process whereby people’s professionalism may be considered to be enhanced, with a degree of permanence that exceeds transitoriness. ’ Evans, L. (2014) Leadership for professional development and learning: enhancing our understanding of how teachers develop, Cambridge Journal of Education, 44 (2), 179 -198

professionalism behavioural component attitudinal component intellectual component processual dimension perceptual dimension epistemological procedural dimension evaluative dimension rationalistic dimension productive dimension motivational dimension comprehensive competential dimension analytical dimension

professional development behavioural development attitudinal development intellectual development processual change perceptual change epistemological procedural change (e)valuative change rationalistic change productive change motivational change comprehensive change competential change analytical change

professional development behavioural development processual change procedural change productive change competential change Behavioural development is: the process whereby people’s professional behaviour or Processual change is about change in relation to the processes that constitute people’s practice – how they ‘do’ or performance are modified with ‘go about’ things. the result that their Procedural change relates to changes to procedures within professionalism or practice. professional practice may be Productive change refersto to change to people’s output: to considered be enhanced, how much they achieve, produce or ‘do’. with a degree of permanence that exceeds transitoriness. Competential change involves the increase or enhancement of skills and competences.

professional development behavioural development attitudinal development intellectual development processual change perceptual change epistemological procedural change evaluative change rationalistic change productive change motivational change comprehensive competential change analytical change

professional development Attitudinal development is: attitudinal development the process whereby people’s perceptual change evaluative change motivational change work-related attitudes are Perceptual change refers to change in relation to people’s modified with the perceptions, viewpoints, beliefs and result mindsets. that their professionalism or Evaluative change is about changes to people’s professionalor practice-related values, including the minutiae what they professional practice may ofbe consider important: i. e. what they value. considered to be enhanced, Motivational refers toof changes to people’s motivation with change a degree permanence and levels of job satisfaction and morale. that exceeds transitoriness.

professional development behavioural development attitudinal development intellectual development processual change perceptual change epistemological procedural change evaluative change rationalistic change productive change motivational change comprehensive competential change analytical change

professional development Intellectual development is: intellectual development the process whereby people’s epistemological change rationalistic change comprehensive change analytical change professional-related knowledge, Epistemological change is change in relation to the bases of understanding or reflective or what people know or understand to their knowledge structures. comprehensive capacity or Rationalistic change isare aboutmodified change relatingwith to the extent of competence the and the nature of the reasoning that people apply to their result practice. that their professionalism or professional practice be or Comprehensive change involves themay enhancement increase of people’sto knowledge and understanding. considered be enhanced, with a degree of permanence that exceeds Analytical change refers to change to the degree or nature of transitoriness. the analyticism that people apply to their working lives.

professional development behavioural development attitudinal development intellectual development processual change perceptual change epistemological procedural change evaluative change rationalistic change productive change motivational change comprehensive competential change analytical change

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. � (Adapted from Evans, L. (1998) Teacher morale, job satisfaction and motivation, London, Paul Chapman)

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. ’

Amanda’s comments ‘Perhaps I was expecting too much of the system…and yet, in my heart of hearts, I knew 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. ’

Amanda’s comments: evidence of which dimension(s) of professional development? Behavioural 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. ’

Amanda’s comments: evidence of which dimension(s) 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. ’

Amanda’s comments: evidence of which dimension(s) 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. ’

Two definitions of professional development � � Professional development is: the process whereby people’s professionalism may be considered to be enhanced, with a degree of permanence that exceeds transitoriness. Micro-level development is: the enhancement of individuals’ professionalism, 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.

How does micro-level professional development occur? � Micro-level development is: the enhancement of individuals’ professionalism, 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. � What cognitive process does it involve?

Is a theoretical explanation possible to achieve? � Thomas Guskey thinks not: � ‘The uniqueness of the individual setting will always be a critical factor in education. What works in one situation may not work in another. … [R]eforms based upon assumptions of uniformity in the educational system repeatedly fail …. The teaching and learning process is a complex endeavor that is embedded in contexts that are highly diverse. This combination of complexity and diversity makes it difficult, if not impossible, for researchers to come up with universal truths. ’ � BUT theory is context-free �context-independent �universally applicable

The micro-level professional development process in individuals (model 1) 1 2 3 4 Recognition of what is perceived as a ‘better way’ (of ‘doing’ things) Motivation to adopt perceived ‘better way’ Adoption of perceived ‘better way’ Recognition of workrelated deficiency or imperfect situation – something not quite ‘right’ Linda Evans (2014) – work-in-progress Evaluation and refinement of adopted alternative 5 Recognition of new practice as an improvement 6

The micro-level professional development process in individuals (model 2) 1 2 3 4 Recognition of work -related deficiency or imperfect situation Motivation to adopt perceived ‘better way’ (of doing things) Adoption of perceived ‘better way’ Recognition of what is perceived as a ‘better way’ Linda Evans (2014) – work-in-progress Evaluation and refinement of adopted alternative 5 Recognition of new practice as an improvement 6

The key component � In both models the key component was ‘recognition of a better way’. � Essential � Implicit for attitudinal development in intellectual development but not essential, for what may be considered behavioural development � Helpful,

The key component ‘What seems to occur is that a point of view works for us, answers our questions, helps us to operate in life, so we use it until it no longer does the job it was designed for. We come to realise that our viewpoints were not pieces of concrete truth that we discovered and logged permanently into our minds; they were practical ways of dealing with what lay before us, problem-solving devices. And when better ways of doing and explaining things came along, we transferred our loyalties to them. ’ � (Holloway, R. (2005) Doubts and loves: what is left of Christianity, Edinburgh, Canongate. )

What do we still need to know about professional development? My research agenda for the field: � What do we mean by ‘professional development’? ◦ How, if at all, does it differ from professional learning? ◦ How does it differ from leadership? � More conceptual analyses: ◦ conceptual clarity ◦ definitional precision �… on the part of individual researchers and practitioners � Unanimity is not the goal. � Discussion and debate will advance the scholarly dimension of the field.

What do we still need to know about professional development? My research agenda for the field: � How does professional development occur in individuals? ◦ Identifying contexts, situations or circumstances isn’t enough � What accounts for diversity in responses to what appear to be the same professional development opportunities? ◦ Unlocking some of the mysteries of ‘micro-level professional development in individuals’ � What – if any - patterns and sequences may be identified in recurring examples of effective professional development? ◦ Do these hold the key to uncovering what seems to work best, for most people, most of the time?

Why bother adding to the research agenda? � For the field to be taken seriously � To enhance our credibility as researchers � ‘The academy judges by theory and scholarship emerging from a particular field and discipline. Can’t be helped, that’s the nature of academic discourse and its selfconstruction. We stand or fall by the weight others attribute to our scholarship. ’ Chapman, V. L. (2005). Attending to theoretical landscape in adult education, Adult Education Quarterly, 55(4).

For when you can’t sleep … Evans, L. (2014) Leadership for professional development and learning: enhancing our understanding of how teachers develop, Cambridge Journal of Education, 44 (2), 179 -198. � Evans, L. (2013) The professional status of educational research: professionalism and developmentalism in 21 st century working life, British Journal of Educational Studies, 61 (4), 471 -490. � Evans, L. (2011) The ‘shape’ of teacher professionalism in England: professional standards, performance management, professional development, and the changes proposed in the 2010 White Paper, British Educational Research Journal, 37 (5), 851 -870. � Evans, L. (2008) Professionalism, professionality and the development of education professionals, British Journal of Educational Studies, 56, (1), 20 -38. � Evans, L. (2002) What is teacher development? , Oxford Review of Education, 28 (1), 123 -137 �

The models as analytical frameworks They have the potential to add precision to: � analyses of professionalism and professional development; � comparisons of professionalism and professional development. They may do this by: � providing more ‘standard’ units of measurement or representation; � exposing the presence or occurrence (and therefore also the absence) of specific elements or dimensions of professionalism and professional development.