It was on board an aeroplane headed for Australia, where she was to present a keynote in 2008, that Linda Evans describes developing her nascent ideas on professionalism, and fine-tuning those ideas to formulate a conceptual model: "So it was there – 35,000 feet high ... that, building on my writing and thinking over the preceding few years, I sketched out on a small notepad the first draft of what was to evolve into the current version of what I call my model of the componential structure of professionalism: my interpretation of what professionalism is and what it looks like." (Evans, 2015) The model was to undergo several iterations, and was developed in tandem with Evans’s parallel conceptual model of professional development, before both were published over a period of ten years in several academic outlets (e.g. Evans 2008, 2011), and adapted for application specifically to researcher professionalism and professional development (e.g. Evans 2012, 2014) and academic professionalism and professional development (Evans, 2018; Evans and Cosnefroy, 2013). Recent years have seen increasing awareness of the potential of either or both of Evans’s models as analytical frameworks, with increasing numbers of researchers applying the models to their research (e.g. Behroozi and Osam, 2021; Pineda et al. 2022). The other two papers in this symposium serve as examples of such application. This paper will explain the focus of each of the 11 dimensions of professionalism and of professional development that, to Evans, make up these two concepts’ componential structure, and, Illustrated with examples from research undertaken in UK primary schools and universities, the paper will shed light on what Evans refers to as the chain-reaction-type process of individuals’ micro-level professional development, whereby change to one dimension potentially leads to change in another, and then another, and so on, exposing the multi-dimensionality of professional development. Aimed at increasing awareness of the models’ potential for injecting rigour into researching professionalism and professional development, this paper addresses the questions: • What do Evans’s linked models of professionalism and professional development look like? • What do they tell us about conceptualising professionalism and professional development – and how these concepts have evolved? • What do the models suggest is the link between professionalism and professional development? • What contribution do the models make to researching professionalism and professional development • How may researchers best make use of them?

Behroozi, A., Osam, U. V. Micro-level episodes tell a tale: A look into English language teachers’ online professional development. Revista Argentina de Clínica Psicológica, 30(1). Evans, L. (2008) Professionalism, professionality and the development of education professionals, British Journal of Educational Studies, 56(1). 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). Evans, L. (2012) Leadership for researcher development: What research leaders need to know and understand, Educational Management, Administration and Leadership, 40(4). Evans, L. (2014) What is effective research leadership? A research-informed perspective, Higher Education Research and Development, 33(1). Evans, L. (2015) Professionalism and professional development: what these research fields look like today – and what tomorrow should bring, Hillary Place Papers, https://hpp.education.leeds.ac.uk/issues/two/ Evans, L. (2018) Professors as academic leaders. London, Bloomsbury. Evans, L. & Cosnefroy, L. (2013) The dawn of a new academic professionalism in the French academy? Academics facing the challenges of imposed reform, Studies in Higher Education, 38(8). Pineda, H. et al. (2022) development and evaluation of a professional development program on designing participatory action research projects for basic education teachers. Advanced Education, 9(21).