TY - JOUR
T1 - Enriching the educational psychologist’s researcher identity and role in collaborative research
T2 - A cultural-historical activity theory perspective
AU - Colville, Tracey
AU - Eodanable, Miranda
N1 - Copyright:
© 2023 The British Psychological Society. All rights reserved.
PY - 2023/6/1
Y1 - 2023/6/1
N2 - Aims and rationale: Within the profession of educational psychology (EP), debates on the extent of EP research activity in the UK continue. Indeed, there may be a disconnection between the spectrum of EP research activity, its publication and its acknowledgement in academic and policy output. However, the focus of this article is not to elaborate upon this further but rather to consider the educational psychologist’s research identity. Cultural-Historical Activity Theory (CHAT) as an analytical and theoretical framework has been explored in EP practice (Leadbetter, 2017) but is instead presented here for the enrichment of EP research identity and skills, and to develop a more nuanced understanding of collaborative research.Findings: The complexity of the nature of enquiry that underpins EP practice and systemic change processes is complimentary to the socio-cultural and historical factors in national EP practice.Conclusions: Furthermore, to bridge disconnects between academic and practitioner research, it is proposed that EP research identity can also be enhanced by locating this in the academic discourse of inter-disciplinary and collaborative research.
AB - Aims and rationale: Within the profession of educational psychology (EP), debates on the extent of EP research activity in the UK continue. Indeed, there may be a disconnection between the spectrum of EP research activity, its publication and its acknowledgement in academic and policy output. However, the focus of this article is not to elaborate upon this further but rather to consider the educational psychologist’s research identity. Cultural-Historical Activity Theory (CHAT) as an analytical and theoretical framework has been explored in EP practice (Leadbetter, 2017) but is instead presented here for the enrichment of EP research identity and skills, and to develop a more nuanced understanding of collaborative research.Findings: The complexity of the nature of enquiry that underpins EP practice and systemic change processes is complimentary to the socio-cultural and historical factors in national EP practice.Conclusions: Furthermore, to bridge disconnects between academic and practitioner research, it is proposed that EP research identity can also be enhanced by locating this in the academic discourse of inter-disciplinary and collaborative research.
KW - CHAT
KW - Educational psychology
KW - Research identity
KW - Interdisciplinary research
U2 - 10.53841/bpsecp.2023.40.2.10
DO - 10.53841/bpsecp.2023.40.2.10
M3 - Article
SN - 0267-1611
VL - 40
SP - 10
EP - 22
JO - Educational and Child Psychology
JF - Educational and Child Psychology
IS - 2
ER -