Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.753608
Title: The role of reflective practice for educational psychologists
Author: Andrews, Samantha
ISNI:       0000 0004 7426 6987
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2018
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Abstract:
This research explored the role of reflective practice (RP) for educational psychologists (EPs). Reflective practice was defined as the process of learning through and from experiences towards gaining new insights of self and/or practice (Boud, Keogh & Walker, 1985). The regulatory body (Health & Care Professions Council (HCPC)) has mandated that practitioner psychologists ‘be able to reflect and review practice’ (HCPC, Standards of Proficiency, 2015, 11.1, p12). Furthermore, RP is identified as central to the British Psychological Society (BPS) compulsory policy on Continuing Professional Development (CPD) (BPS, 2006). However, within the professional guidelines for EPs (BPS, Division of Education and Child Psychology (DECP), 2002) RP is perhaps limited. Nine EPs completed semi-structured interviews exploring the role of reflective practice and a grounded theory methodology (GT) (Glaser & Strauss, 1967) was applied. Five main themes and twenty-one sub-themes were identified. The created grounded theory (GT) proposes that RP supports EP motivation (McLean, 2003, 2009) and self-efficacy (Bandura, 1977, 1994). Factors at the individual, local authority (LA) and governing body levels that inhibited or promoted RP were identified. Future development of RP for EPs will require further specific consideration and commitment from all those involved in the profession.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.753608  DOI: Not available
Keywords: BF Psychology
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