Informing educational psychology training with students' community engagement experiences

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dc.contributor.authorEbersöhn, Liesel
dc.contributor.authorBender, C. J. Gerda
dc.contributor.authorCarvalho-Malekane, Wendy M.
dc.date.accessioned2016-06-29T10:11:50Z
dc.date.available2016-06-29T10:11:50Z
dc.date.issued2010
dc.description.abstractThe purpose of this article was to describe students’ experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students’ community engagement. Experiential learning served as our theoretical framework and we employed an instrumental case study design, purposefully selecting eight students in the MEd Educational Psychology programme to participate in a focus group. Other data sources included reflective journals and visual data. The following themes emerged from the thematic analysis: students gained insight into themselves as prospective educational psychologists, the curricular community engagement benefited students’ professional development and the practicum supported students in integrating theory with practice.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationEbersöhn, L., Bender, C. J. G., & Carvalho-Malekane, W. M. (2010). Informing educational psychology training with students' community engagement experiences. Perspectives in Education, 28(3), 88-98.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3200
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectCommunityen_ZA
dc.subjectCurricularen_ZA
dc.subjectEducational psychologyen_ZA
dc.subjectEngagementen_ZA
dc.subjectExperiential learningen_ZA
dc.subjectPracticumen_ZA
dc.titleInforming educational psychology training with students' community engagement experiencesen_ZA
dc.typeArticleen_ZA
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PiE 2010 Volume 28 Issue 3