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An Evaluation of the Comprehensiveness of the BSc Honours in Psychology Degre...iosrjce
No matter how well designed or filled with cogent material curricula are, they cannot adequately prepare an
early career professional for working with practical situations and puzzles. Of late, ZOU has an influx of undergraduates
who are straight from high school and these have limited exposure to field experiences. Hence even after graduation, the
practicality of their fields of study is elusive. This was an exploratory research whose findings will be used to evaluate the
psychology programme offered at ZOU. The study used a qualitative methodology and purposive sampling to select the
participants and data sources. Data was collected through depth interviews, document analysis and focus group discussions.
The research has a longitudinal element; hence the sample included 25 BSc. Honours in Psychology graduates from ZOU
within the past 5 years. Data were analysed using thematic content review. The findings revealed that, the students lacked
perceptual understanding of the fields of psychology and most of the practical concepts were imaginary in the absence of
practical exposure. From the participants, 100% were not practicing psychology, 100% were not registered and 92% were
not utilizing psychology qualification in their scope of work. The study recommends an evaluation of the 4 year Psychology
Programme in terms of development, efficiency, effectiveness and relevance
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Advance Educationla Psychology
1. Frameworks for Practice in
Educational Psychology
Coherent perspective for a
developing profession
2. Presented to:
Sir Tariq Mehmood
Presented by:
Ayesha Rashid (MP/2015-12)
Umm-e-Rubab (MP/2015-16)
3. OBJECTIVES
Allow the trainee educational psychologist and
practitioners to be familiar with:
1.Eastabilish practice framework
2.Relative characteristics and usefulness
3.Engage them in critical reflection and give direction.
4. DEFINITION OF FRAMEWORK
It may be conceptualized as a structure involving a set of
parts that sit or work together.
‘Framework’ can be applied to both theory and practice.
5. BASIS OF PROFESSIONAL DEVELOPMENT
There are three basis for professional development
Conceptual/theory.
Application/practice.
Reaction of practitioners.
6. TYPES OF FRAMEWORKS
Theoretical framework( how a theory works)
Practice framework.
(a)Problem solving framework(Monsen et al. 1998)
(b)Integrated professional framework(Woolfson et al.
2003)
(c) COMORIA framework (Gameson et al. 2003)
7. THEORETICAL FRAMEWORK
Theoretical framework is referred to describe as a
model and define a theoretical model as a
prototype describing how a theory works or may be
applied e.g. social constructionist .
8. PRACTICE FRAMEWORK
They are potentially a very significant and urgently
needed professional resource, enabling a long
overdue clarification and articulation of the
profession’s complex theory, methodology and
objectives.
Practice framework as a series of steps, stages or
actions that support the application of theoretical
model.
9. RELATIONSHIP BETWEEN THEORY AND
PRACTICE IN EDUCATIONAL PSYCHOLOGY
They reflect a range of interest but there is
a lack of cohesion and clarity.
There is a link between theory and
practice but there is no relationship.
10. SOCIAL CONSTRUCTIONISM AND DIVERGENCE
IN PROFESSIONAL DEBATE
According to Gillham’s key collection of
papers in “Reconstructing Educational
Psychology”, social constructionism is a
combination of sociological and social
psychological theories .It is used to deal
with problems related to child deficiencies
this is a complex model used in
psychology but is not derived initially
from psychology.
11. SOCIAL CONSTRUCTIONISM AND DIVERGENCE
IN PROFESSIONAL DEBATE
If we want to apply the idea of social
constructionism in educational psychology
then first of all we should be familiar with
the need in educational psychology then
we can move away from pseudo
conceptualization to professional focus on
the child
12. RIGHTNESS OF SOCIAL CONSTRUCTIONISM FOR
EDUCATIONAL PSYCHOLOGY
Social constructionism is right for
educational psychology but when there is
need for application then it is complex and
challenging because in educational
psychology we need a strong background
from different fields of study.
13. SOCIAL CONSTRUCTIONISM: IMPLICATIONS FOR
PROFESSIONAL FRAMEWORKS FOR PRACTICE.
If we want to bring social constructionism in
practice then we should keep in mind:
(a) Realist approaches.
(b) Critical realism.
Trainee Educational Psychologists and
practitioners should be well aware of them so
that they can explain and understand that how
educational psychology works and help to
bring change.
14. SOCIAL CONSTRUCTIONISM IN EDUCATIONAL
PSYCHOLOGY
Ecological model is an example of
social constructionism .
Ecological model is
Example: The child influences the
eco-system as much as it influences
to him/her.
15. APPLICATION OF ECO-SYSTEMIC THEORY
Eco-systemic theory is also called ecological theory
,it identifies environmental system with which
individual interacts .
It provides framework from which community
psychologist study the relationship with individuals
and wider society.
For the application of this theory we need
sophisticated tools and approaches.
We need ideological, practice and theoretical
frameworks to apply this theory.