نبذة مختصرة : Decentralisation, marketisation and privatisation are phenomena that have led to new contexts for teachers’ continuing professional development (CPD) and, in consequence, a wish for (new and) certain types of professional change in teachers. The purpose of the article is to analyse the professional needs of (L1) teachers as constructed by an influential player in the CPD market. Theoretically, the study is based on the well-known researcher of professional working life, Linda Evans, and her model of professional development. The model consists of a typology over three components of professional development: behavioural, attitudinal, and intellectual. The behavioural component refers to teachers’ activities and has four dimensions: the processual (how to teach), procedural (how to proceed with assessment), productive (how to be more efficient and reach higher degrees of goal fulfilment), and competential (e.g. how to handle digital tools). The attitudinal component, which ‘relates to attitudes held’, has three dimensions: the perceptual (to develop a changed attitude towards subject content or teaching), evaluative (what to value), and motivational (to get increased job satisfaction). Finally, the intellectual component relates to teachers’ understanding and has, in turn, four dimensions: the epistemological (to learn definitions and get acquainted with knowledge based in research), rationalistic (to change one’s nature of reasoning), comprehensive (to get an increased understanding of connections), and analytical (to understand ‘a whole’ and its relation to disassembled parts). Following Evans, an even distribution of the components is the desirable objective. The material used for our analysis connects to a larger project funded by the Swedish Research Council, in which thousand CPD invoices were collected in combination with extended material, providing the three conference flyers from the influential, commercial actor Skolporten that we chose for the purpose of this article. We analysed the material ...
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