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Professionalism, professionality and the development of education professionals

Evans, Linda (2008) Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56 (1). pp. 20-38. ISSN 1467-8527

[img] Text (typescript version of article published without revision in British Journal of Educational Studies, 56 (1), pp. 20-38, 2008)
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What purpose is served by renovation or redesign of professionalism, and how successful a process is it likely to be? This article addresses these questions by examining the effectiveness as a professional development mechanism of the imposition of changes to policy and/or practice that require modification or renovation of professionalism. The ‘new’ professionalisms purported to have been fashioned over the last two or three decades across the spectrum of UK education sectors and contexts have been the subject of extensive analysis, and this article avoids going over old ground and revisiting issues that have already been much debated. Nevertheless, the example of UK government education policy during this period is used as a basis for considering the pitfalls associated with mechanisms for modifying professionalism through a reform and standards agenda. The article’s analysis incorporates redefinition and examination of the concept and substance of professionalism and offers new perspectives in the form of three distinct conceptions: demanded, prescribed and enacted professionalism. Exploring the existentialist status of ‘new’ or ‘modified’ professionalisms and the relationship between professionality, professional culture and professionalism, it examines how professionalism may be interpreted and utilized for the development of education professionals.

Item Type: Article
Copyright, Publisher and Additional Information: © 2007 The Author. This is an author produced version of a paper published in British Journal of Educational Studies. Uploaded in accordance with the publisher's self-archiving policy. This work will be openly available from March 2010 in accordance with the publisher's embargo period.
Keywords: extended professionality, restricted professionality, teacher development, educational reform, demanded professionalism, prescribed professionalism, enacted professionalism, irony of presentation
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Depositing User: Dr Linda Evans
Date Deposited: 25 Jul 2008 08:51
Last Modified: 08 Feb 2013 17:05
Published Version: http://dx.doi.org/10.1111/j.1467-8527.2007.00392.x
Status: Published
Publisher: Blackwell
Refereed: Yes
Identification Number: 10.1111/j.1467-8527.2007.00392.x
Related URLs:
URI: http://eprints.whiterose.ac.uk/id/eprint/4077

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