DAppEdPsy ThesisSocial Constructivist Theory (SCT) represents an evidence-based pedagogical approach,
underpinning some of the world’s most successful education systems. The approach
emphasises the importance of developing a pedagogy beginning from children’s interests
and scaffolded by educators. SCT also provides a lens to view the learning of others and
ourselves, providing a useful basis for reflective professional development.
Educational psychologists (EPs) offer expertise in research and theory, therefore are well
placed to support practitioner professional development utilising theoretical frameworks.
Such approaches provide an alternative to the common reactive practice of EPs, and
pressures of a performativity culture felt by educators; offering both parties the opportunity
to explore new directions for practice, within a Community of Learners.
Chapter one details how a combined synthesis was utilised to review SCT and dispositions
literature. This led to a nuanced consideration of how SCT can support educators to create
environments which exemplify and encourage positive learning dispositions.
Chapter two bridges the literature review and empirical research, explaining how the
researcher’s ontological and epistemological pragmatic stance influenced the research.
Discussions of methodological decisions and ethical practice are also included here.
The final chapter details the empirical study which aimed to explore how the elements
highlighted in the literature review could be used to support EYs practitioners to reflect on
their practice. The study aimed to identify how EPs and EYs practitioners could work
together using video to reflect on pedagogy. The study involved six members of staff from
nursery and reception. Five weeks of videoing and reflective sessions were completed.
Following the project, staff and the researcher were involved in a collaborative evaluative
dialogue, analysed using data driven thematic analysis. Emerging themes suggest
collaborative reflection with colleagues and an EP led to changes in perspectives and
practice
