Applying a Framework for Critical Reflection in Educational Psychology Practice: Views of Trainee Educational Psychologists

Autor/inn/en	Rowley, Janet; Giles, Pandora; Hammond, Amy; Hussein, Amal; Oakey, Michelle; O'hara, Sherly; Williams, Jessica; Wood, Katie
Titel	Applying a Framework for Critical Reflection in Educational Psychology Practice: Views of Trainee Educational Psychologists
Quelle	In: Educational Psychology in Practice, 39 (2023) 1, S.19-37 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowley, Janet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2022.2150603
Schlagwörter	Educational Psychology; Psychologists; Counselor Training; Critical Thinking; Reflection; Participatory Research + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Kritisches Denken; Forschungstätigkeit
Abstract	A framework to support critical reflection in educational psychology (EP) practice is described. The process of critical reflection and the underlying theoretical ideas are discussed, including the links between critical reflection and action for social justice change in EP work. The article reports on a participatory research project with trainee educational psychologists on their experiences of using the framework in practice. Four focus groups were held involving 16 co-researchers; the videos of the focus groups were analysed using a thematic analysis approach by the co-researchers themselves. Themes identified relating to their experience of using the framework are: 'positive experience', 'flexible application', 'facilitating deeper thinking', 'influence of self (reflexivity)'. Themes relating to co-researcher views on how the framework can be developed are related to accessibility and usability. The article concludes with implications of the research for use and development of the framework and for critically reflective EP training and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01