Professionalism in Theory, Professionalism in Practice

1. Annie Ostapenko-Denton July 2009 Professionalism in Theory, Professionalism in Practice

2. Structure of Presentation

3. Overview of Research • Research for EdD at Exeter University. About to enter the final year. • Investigating notions of professionalism with two groups of people (initially ~no longer considering this dualism). • Aiming to reach a shared, negotiated meaning. • Utilising a hermeneutic framework to promote clarity and depth. • Very much about reaching depth of meaning with the participants.

4. 1. Hermeneutic Research • Attempts to reach a shared, negotiated meaning. • Interview takes place, then a transcript is given to the participant to check for meaning. The participant checks for what they meant (not necessarily what they said) • Then another interview – and the process repeats until it is time to stop – the participant and I decide when it’s time to stop together.

5. Hermeneutic Lenses • Each of these is a way that hermeneutic research makes sense of the world ~ we reach a shared negotiated meaning with someone by achieving a congruence between ourselves and them through as many of these lenses as possible..

6. This research…. • Seeks to reach “congruence” in each of those “lenses” in order to achieve a shared, negotiated meaning. • Those participants who work with me share time, place and language in the work context ~ we look at it all through the lens of “practice”. • Those participants who are undertaking their EdD with me share time, place and language in the academic context ~ we look at it through the lens of “theory”. Originally I was going to look at these two groups as a comparison ~ but the research has moved away from this.

7. 2. Theoria or Praxis • At the beginning of the research, it became apparent to me that there were two groups of participants. • Those who look at professionalism through a theoretical lens and those who consider it an aspect of praxis. • As the research progressed in the initial stages, it became apparent that both groups thought both things ~ the distinction was mine. • Now the participants are people who are either / both. Theoria Praxis Differences Similarities

10. 4. Professionalism • Looking at a number of issues: • 1. Definition of professionalism ~ both personal and professional. • 2. Events which have shaped the participants concepts of professionalism. • 3. What professionalism is NOT. • 4. The most professional person they’ve ever met – and the least. • 5. Professional identity, professional values. • 6. Conflicts, tensions and policies which impact on their professionalism.

11. Goodson & Hargreaves:Seven Aspects of Professionalism Discretionary Judgement Moral & Social Purpose Collaborative Cultures Heteronomy Commitment to Care Continuous Learning Complexity of Task

12. 5. Current Progress • Ppt 1: Edward: 57 years old (x4 interviews) • Ppt 2: Alice : 43 years old (x4 interviews) • Ppt 3: Julie: 62 years old (x2 interviews) • Ppt 4: Mark: 62 years old (x2 interviews) • Ppt 5: Charlie: 27 years old (x1 interview) • Ppt 6: Norman: 46 years old (x1 interview) • Ppt 7: Jill: 35 year old (x 2 interviews) • Ppt 8: Colin: 40 years old (Not Yet Interviewed) • First interview - general overview. Second goes into more detail. Third – looks at people who have influenced notions of professionalism. Fourth one – talking about specific situations / led by the participant.

13. What the participants say • Edward speaks in a very “deficit model” manner ~ what professionalism is not, how people he has met have not been. Having issues with trying to get him to delve deeper into himself. When challenged, he says that he can not define professionalism, he only knows that he is not a professional. • Alice has talked a lot about particular incidents – has delved deep into her notions of herself as a reflective practitioner. Identifies autonomy, reflection and communication as key aspects of professionalism.

14. What the participants say 2! • Julie is a very controlled and careful individual – talks about professionalism in terms of morality and the importance of moral conduct for herself. • Mark talks about “the literature” and discusses his role as a middle manager. Considers the importance of professionalism as impacting on his whole life, not just work.

15. What the participants say 3 • Charlie discusses how she has to “prove herself” in the staff room. She sees herself as needing to be better than everyone else, because if she’s better than everyone else, then she is doing her job the best way that she can. • Norman identifies professionalism in a practical, business sense. He discusses classroom management, techniques of control and how to get the maximum output for the minimum input. Very realistic / full of realism.

16. Current Findings: Gender There is a real difference between the notions of professionalism held by males and females. Males seem to be (generally speaking) much more led by behaviour, by rules and regulations on what professionalism is. Females identify much more of an ethos of “care” and the idea that professionalism is about going “beyond” the basic. Interestingly, both sexes are clear that the most professional person they have met / aspire to is someone who illustrates the traits of the opposite gender.

17. However… This is a very general thing. There are many more individual differences than there are group similarities. All participants discuss the constant “push me-pull you” of the demands made on them daily. They are clear that they feel that these demands are detrimental to their professionalism, not beneficial to it.

18. Reading around professionalism Goodson, I & Hargreaves, A (1996) Teachers’ Professional Lives London: Routledge Falmer. Cunningham, B (ed) (2008) Exploring Professionalism London: Bedford Way Papers Robson, J (2006) Teacher Professionalism in Further and Higher Education London: Routledge