Faculty of Education, Social Sciences and Law

School of Education

Enhancing our understanding of how people develop professionally: introducing new conceptual models and demonstrating their use as analytical tools

28 May 2014 - 28 May 2014 | Workshop
Room Y, Level 8 Worsley building

Linda EvansLunch provided:
Please book in advance by email to Tracey Dixon

Linda Evans, Professor of Leadership and Professional Learning at the University of Leeds, School of Education

If we want to be effective in promoting professional learning or development in others, we need to understand the process whereby individuals develop or learn (professionally), which, in turn, requires us to be clear about how we interpret professional development. In this seminar Linda Evans will present her conceptualisation of professional development and introduce her own original model of its componential structure, which deconstructs professional development into three main components (behavioural, attitudinal and intellectual development) and eleven sub-components. She will outline the derivation of the model – which is focused on the link between professionalism and professional development – and demonstrate how, used as an analytical framework that highlights professional development’s multidimensionality, it helps explain why and how specific professional development approaches or opportunities may work well in some contexts with some individuals, and less well in other contexts and with different individuals. She will introduce her processual model of what she calls ‘micro-level’ professional development, and show how Eric Hoyle’s models of ‘restricted’ and ‘extended’ professionality have influenced her theoretical perspectives on professionalism and professional development and underpin her own models.

Linda Evans is professor of leadership and professional learning at the University of Leeds, School of Education. Her research focuses on professional working life (in education contexts), including: professionalism and professional development; morale, job satisfaction and motivation; and leadership and management. She has a particular interest in researcher development and was, until very recently, the editor-in-chief of The International Journal for Researcher Development. She is an associate editor of Educational Management, Administration and Leadership. A former student of European studies and modern foreign languages, she remains a fluent German and French speaker and in 2011 she lived in Lyon, as visiting professor at l’Institut Français de l’Education, within the Ecole Normale Supérieure de Lyon. Her recent and current funded projects include: a study of academic journal editors’ professionalism; a study of leadership preparation for university professors; and two studies of professorial academic leadership in UK universities. Her latest publication is: ‘Leadership for professional development and learning: enhancing our understanding of how teachers develop’, which will appear in the next issue of the Cambridge Journal of Education.

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