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Title: 'It's just what you do' : how can educational psychologists and early years practitioners work together to reflect on pedagogy?
Authors: Hodgson, Kate Alexandra
Issue Date: 2019
Publisher: Newcastle University
Abstract: Social Constructivist Theory (SCT) represents an evidence-based pedagogical approach, underpinning some of the world’s most successful education systems. The approach emphasises the importance of developing a pedagogy beginning from children’s interests and scaffolded by educators. SCT also provides a lens to view the learning of others and ourselves, providing a useful basis for reflective professional development. Educational psychologists (EPs) offer expertise in research and theory, therefore are well placed to support practitioner professional development utilising theoretical frameworks. Such approaches provide an alternative to the common reactive practice of EPs, and pressures of a performativity culture felt by educators; offering both parties the opportunity to explore new directions for practice, within a Community of Learners. Chapter one details how a combined synthesis was utilised to review SCT and dispositions literature. This led to a nuanced consideration of how SCT can support educators to create environments which exemplify and encourage positive learning dispositions. Chapter two bridges the literature review and empirical research, explaining how the researcher’s ontological and epistemological pragmatic stance influenced the research. Discussions of methodological decisions and ethical practice are also included here. The final chapter details the empirical study which aimed to explore how the elements highlighted in the literature review could be used to support EYs practitioners to reflect on their practice. The study aimed to identify how EPs and EYs practitioners could work together using video to reflect on pedagogy. The study involved six members of staff from nursery and reception. Five weeks of videoing and reflective sessions were completed. Following the project, staff and the researcher were involved in a collaborative evaluative dialogue, analysed using data driven thematic analysis. Emerging themes suggest collaborative reflection with colleagues and an EP led to changes in perspectives and practice.
Description: DAppEdPsy Thesis
Appears in Collections:School of Education, Communication and Language Sciences

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