Practice Placement Experiences and Needs of Trainee Educational Psychologists in England

Autor/inn/en	Woods, Kevin; Atkinson, Cathy; Bond, Caroline; Gibbs, Simon; Hill, Vivian; Howe, Julia; Morris, Sue
Titel	Practice Placement Experiences and Needs of Trainee Educational Psychologists in England
Quelle	In: International Journal of School & Educational Psychology, 3 (2015) 2, S.85-96 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2014.956955
Schlagwörter	Foreign Countries; Educational Psychology; Trainees; Student Placement; Student Experience; Student Needs; Focus Groups; School Psychologists; Professional Training; Supervision; Governance; Context Effect; Supervisor Qualifications; Supervisory Methods; College Students; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Erziehungspsychologie; Pädagogische Psychologie; Auszubildender; Weibliche Auszubildende; Schülerpraktikum; Studienerfahrung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Berufliche Fachbildung; Berufliche Fortbildung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Collegestudent; Qualitative Forschung
Abstract	As part of initial professional training, educational psychologists in England undertake substantial periods of practice placement, within which the role of supervision is instrumental to their professional learning and effectiveness. The research reported here provides up-to-date and comprehensive information on the experiences and needs of trainee educational psychologists within practice placement. Focus group meetings were held with trainee educational psychologists from each year group at four English training universities. Through a rigorous process of thematic analysis, data from the 12 focus group meetings identified the valued processes and learning outcomes of practice placement in the context of a facilitative supervisory relationship and service context. The need to understand more fully the patterns and dynamics of trainee educational psychologists' practice placement experience is highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01