Educational Psychologists as Scientist Practitioners: A Critical Synthesis of Existing Professional Frameworks by a Consciously Incompetent Trainee

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Sedgwick, A. 2019. Educational Psychologists as Scientist Practitioners: A Critical Synthesis of Existing Professional Frameworks by a Consciously Incompetent Trainee. Educational Psychology Research and Practice. 5 (2), p. 1–19. https://doi.org/10.15123/uel.8873q
AuthorsSedgwick, A.
Abstract

Several professional frameworks have been developed that provide mechanisms to support the application of psychology to problem-solving; thus facilitating the role of educational psychologists as scientist–practitioners. Furthermore, existing frameworks do not have to be viewed in isolation and can be integrated to demonstrate effective and defensible professional standards (Kelly & Marks Woolfson, 2017). This paper is a reflection on practice written by a third-year trainee from Manchester University. It aims to critique five existing frameworks, through casework analysis, and critically synthesise findings to produce a personalised framework based on “what works”. A theoretical model, “The Model of Dynamic Epistemology” (MODE) and a framework to support the application of MODE has been suggested. The paper concludes that an effective professional framework must emphasise positive relationships and shared understanding while maintaining scientific rigour. Finally, limitations have been outlined and future action research into the effect of MODE recommended.

Several professional frameworks have been developed that provide mechanisms to support the application of psychology to problem-solving; thus facilitating the role of educational psychologists as scientist–practitioners. Furthermore, existing frameworks do not have to be viewed in isolation and can be integrated to demonstrate effective and defensible professional standards (Kelly & Marks Woolfson, 2017). This paper is a reflection on practice written by a third-year trainee from Manchester University. It aims to critique five existing frameworks, through casework analysis, and critically synthesise findings to produce a personalised framework based on “what works”. A theoretical model, “The Model of Dynamic Epistemology” (MODE) and a framework to support the application of MODE has been suggested. The paper concludes that an effective professional framework must emphasise positive relationships and shared understanding while maintaining scientific rigour. Finally, limitations have been outlined and future action research into the effect of MODE recommended.

JournalEducational Psychology Research and Practice
Journal citation5 (2), p. 1–19
ISSN2059-8963
Year2019
PublisherSchool of Psychology, University of East London
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8873q
Publication dates
Online2019
Publication process dates
Deposited18 Sep 2020
Copyright holder© 2019 The Author
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