Educational Psychologists' Experiences and Perceptions of Reflective Practice

This study explored Educational Psychologists’ experiences and perceptions of reflective practice. Reflective practice generates significant professional interest. However, it is an area where there has been a lack of research to date. For this study, ten Educational Psychologists, currently practicing in the United Kingdom and the Republic of Ireland, were interviewed. The qualitative data from those interviews was analysed using thematic analysis. Four overarching themes, and eight themes, were identified: Educational Psychologists as Reflective Practitioners (professional interest in reflective practice); Outcome of Reflective Practice (effect on EP role; Dunning-Kruger effect); Wide-Ranging Reflective Space (.means for reflection; enabler of reflective practice; obstacles) and The Way Forward (observation of growth; opportunities for forthcoming development). Participants were generally positive in their views and experiences of reflective practice, feeling that it benefited both their professional practice and their personal wellbeing. In order for the use of reflective practice to grow, it needs to be given greater priority at individual, organisational and governing levels. The lack of an agreed definition of reflective practice was also seen as a barrier. Finally, the study highlighted the importance of continued research into reflective
practice.