This study explored newly qualified Clinical Psychologists’ (CPs) experiences of personal professional development (PPD) during doctoral training. In particular there was a focus on their experiences of their personal and professional identities. Within literature relevant to PPD in Clinical Psychology training, personal and professional development were largely conceptualised as separate processes. Yet models of reflective practice would suggest that an awareness of the personal self is necessary for effective clinical work. The research questions were ‘How do newly qualified CPs experience their personal and professional identities during doctoral training? and ‘How do they experience the boundary between their personal and professional development?’. To respond to these questions seven newly qualified CPs were interviewed regarding their experiences of their personal and professional identities during training. A qualitative research design was employed and Interpretative Phenomenological Analysis was used to analyse the data. Three superordinate themes were identified within the data: Developing self-acceptance; Enhancing awareness of self and others; Taking risks and managing uncertainty. Within these results there was a strong message of an inextricable link between personal and professional identities. It seemed that participants started from a position of being themselves, and during training negotiated the dilemmas of learning a professional role. In order to do this they would often look to others for how to negotiate this process. Yet this process could create challenges, as bringing one’s personal self into the professional arena was not always seen as acceptable. If participants were able to show personal aspects of themselves this could make them feel vulnerable and, therefore, these processes held an element of uncertainty. Where participants were able to show their personal selves and felt validated, this allowed for developing self-acceptance. The implications for clinical training and the clients with whom CPs work are discussed.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Participation is present as one of the most important factors to achieve sustainable change in human development. Communication and dialogue are amongst the most important tools to create participation. This qualitative study is trying to find out what methods are being used by development professionals to create communication and dialogue. It also studies the development professionals conception of communication with beneficiaries and their view of the beneficiary itself. The data was retrieved from five semi-structural interviews with development professionals active in community development or empowerment. The most important conclusions were that communication with beneficiaries appears to be perceived as consulting the beneficiary, that beneficiaries only are being involved in decisions concerning their proximate reality on a local level, that the beneficiary is most commonly viewed upon as equal, student or passive and that there seems to be a discrepancy between the development professionals’ official discourse, personal opinion and actual practice.

The introduction of Education Health and Care plans proposed in the Children and Families Act (2014) extended the statutory support for children from up to 19 years of age, to 25 years of age. This has in turn extended the role of educational psychologists to work with young people/adults to the age of 25, and some (Atkinson, Dunsmuir, Lang & Wright, 2015) have argued that this is one of the most significant developments of the profession. This research, therefore, seeks to understand how current educational psychologists see their role and how it may change when working with post-16 education; it also seeks to understand what needs post-16 education may have and how educational psychologists can support these needs. The methodology used in this thesis has the ontological stance of interpretivism (Cottrell, 2014) and epistemological stance of social constructionism (Andrews 2012). Interviews were held with educational psychologists (phase 1) and with post-16 providers (phase 2) to explore the views both these main stakeholders had of the extension of the educational psychologists' role. Needs from both stakeholders, as well previous literature, were taken into account in order to understand what the educational psychologists' role in post-16 education would entail. Interviews were developed using hierarchical focusing (Tomlinson, 1989) and were analysed using Braun & Clarke's (2006) thematic analysis. Findings suggested that the extension of the educational psychologists' role to work with post-16 learners is not the most significant development that the profession has seen in recent years, but that there are certain points that the profession needs to address. The findings are relevant to the local authority's development of their offer to post-16 educational providers. The findings also contribute to the role of the educational psychologist in general.

There is a dearth of Black male education success stories and a lack of documenting by some pastoral practitioners of their model of pastoral care. The absence of both my story and model was due to traumatic memories. As a Black male pastor and educator, seen as a role model, working to inspire Black young males disaffected in their education, the absence blocked my practice advancement. Therefore, I used this problem for a self-reflective study on my practice to put my record straight. First I revisited a snapshot of my educational past and contemporary practice using a Black metaphorical redemptive lens to see my study as a Black hero’s journey. Second, I imagined myself through a Johari Awareness Model in reflective conversation with myself, Jesus Christ, and others. Third, I located my work within a practical theological paradigm and used autoethnographic methodological approach and methods to gather and analyse my data. Finally, I subjected my findings to a discussion interpreted through my conceptual lens to see what would emerge. Hidden insights underpinning my practice were surfaced providing me with a new view of my life and way of being in my practice. Captured in the form of my autoethnography, this serves as a new Black cultural symbolic resource. This gives documented access to my education success story. It also models my pastoral practice which now enables me to share with others, through symbolic modelling, the current best knowledge and practices underpinning my work. My study is an innovative use of inner experiences for Black professional advancement from blocked traumatic memories. It provides a new model within the field of practical theology, by which others might see a theology by heart beyond the usage of text for professional development. My inquiry makes me more transparent and a better role model for student and colleagues.

Due to increasing societal demands, accountability and economic constraints, there has been a paradigm shift in the healthcare culture with a move to formally train medical educators. This has resulted in the professionalisation of medical education, with various development initiatives including postgraduate qualifications. The demand for these qualifications in medical education can be judged by the increase in providers, from 2 to 31 in the UK and from 7 to 124 worldwide over the last two decades. However, detailed information about the influence and effectiveness of such courses remains sparse. This study investigated the impact of postgraduate qualifications in medical education on graduates’ educational identities, practices and career progression. The study design is mixed methods using the explanatory model. The first study comprised of an online survey of graduates from the Centre for Medical Education, Dundee between 2008 and 2012. The data collected were sequentially explored in more depth through semi-structured interviews in the second study. To increase the range and scope of enquiry a third study was carried out, which involved a 10 month follow-up of a new cohort of face-to-face students (2013/14) through the course and to the workplace. The quantitative data were analysed using non-parametric statistics on SPSS 21, and constructivist grounded theory analysis was used for the qualitative data in ATLAS.ti 7. I found that a qualification in medical education enhances theoretical foundations in educational practices, with increased self-efficacy and engagement in scholarly activities. The qualification encourages transformational changes and epistemological development as a teacher, researcher, leader and learner. Many participants attributed their career progression to the qualification. The graduates were able to lead various educational changes in the workplace and they described substantial performance attainments. I also found their work environment and personal factors influenced the impact of these qualifications. A conceptual framework based on an increased understanding of the identity development of healthcare educators was also developed. This is the first study on the long-term effects of a degree-awarding course in medical education on healthcare professionals worldwide. The findings have implications for the educators, course directors, healthcare organisations and professionalisation of the speciality.

Thesis (M.Ed. (Education)) - Rhodes University, 2007. / A half thesis submitted in partial fulfillment of the requirements for the degree of Master of Education (Environmental Education)

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-05-31T18:54:03Z No. of bitstreams: 1 Mariana Germano.pdf: 840633 bytes, checksum: 3243182d84ef0b259f38e76eb087af79 (MD5) / Made available in DSpace on 2017-05-31T18:54:03Z (GMT). No. of bitstreams: 1 Mariana Germano.pdf: 840633 bytes, checksum: 3243182d84ef0b259f38e76eb087af79 (MD5) Previous issue date: 2017-03-03 / This work approaches the contribution of the coaching to the individual professional development, concerning professional level outcomes and the conditions that may enhance or impair this process. Organizations are faced with an increasingly competitive environment; therefore, in order to stay ahead in their market, they need people with distinguished skills. The coaching emerged with the proposal to maximize the skills of the individuals and to contribute to the goals and results achievement. Thus, the major aim of this research is to verify if the coaching contributes with the individuals in order to reach their professional development aims. As specific objectives the research aims: to identify the reasons why people begin the coaching process; to analyze if the results, initially expected by the “coachee”, are reached after the coaching process; to analyze in which conditions the results are reached, especially regarding the coach and the “coachee” issues, their relationship and also the coaching process issues; to identify if, beyond the expected professional results, there is other benefits for the “coachee”. The research uses a qualitative approach with an exploratory character and the method used was the interview. Four groups participated of the research, each one was composed by one coach and one “coachee”, and they were questioned about their aims in searching for a coach, their reached results and also the general coaching process issues. From the interviews analysis, it was concluded that all “coaches” turned to the process by personal will and initiative. Three from the four respondents choose their coach through a friend indication. The reasons that motivated people to search for the coaching were the cost-benefit ratio, the pursuit of self-awareness and the professional and personal development. All the professional aims were reached, beyond these, other benefits emerged from the process were highlighted such as security, self-awareness, better time management, among others. Concerning the coaching process, it was possible to identify there is not a pattern of values charged by the coaches, neither time nor number of sessions applied. The interviewed pointed the issues of the “coaches” that contribute to the coaching process as being open to changes and wising to change, about the coaches issues, were identified the knowledge, love, impartiality, respect, among others. / Este trabalho aborda a contribuição do coaching para o desenvolvimento profissional do indivíduo, no que diz respeito ao alcance de resultados às condições que favorecem ou dificultam esse processo. As organizações se deparam com um ambiente cada vez mais competitivo e, para se destacarem no mercado em que atuam, necessitam de pessoas com competências diferenciadas. O coaching surgiu com a proposta de potencializar, ao máximo, as competências dos indivíduos e contribuir para que metas e resultados sejam atingidos. Portanto, o principal objetivo da pesquisa é verificar se o coaching contribui para o indivíduo atingir seus objetivos de desenvolvimento em termos profissionais. Como objetivos específicos a pesquisa visa: identificar as razões pelas quais as pessoas iniciam o processo de coaching; analisar se os resultados inicialmente esperados pelo coachee são alcançados após o processo de coaching; analisar em que condições os resultados são alcançados, sobretudo em relação às características do coach e do coachee; da relação entre eles e do processo de coaching; identificar se além dos resultados profissionais esperados, existem outros benefícios que o coaching gera para o coachee. A pesquisa possui abordagem qualitativa de caráter exploratório e o método utilizado foi a entrevista. Participaram da pesquisa quatro grupos, constituídos por um coach e um coachee, que foram questionados sobre seus objetivos ao procurar o coach, os resultados alcançados e também sobre o processo e as características do processo de coaching em geral. A partir da análise das entrevistas, concluiu-se que todos os coachees recorreram ao processo por vontade e iniciativa própria, sendo que três entrevistados escolheram o seu coach por meio da indicação de um amigo. As razões que motivaram as pessoas a optarem pelo coaching foram a relação custo versus benefício e a busca pelo autoconhecimento, desenvolvimento pessoal e profissional. Todos os objetivos profissionais dos entrevistados foram alcançados, além destes, os coachees entrevistados mencionaram haver outros benefícios decorrentes do processo, tais como: segurança, autoconhecimento, melhor administração do tempo, entre outros. No que diz respeito ao processo de coaching realizado pelos coaches, foi possível identificar que não existe um padrão de valores cobrados, duração e quantidade de sessões praticadas entre eles. Como características do coachee para o processo de coaching, os entrevistados mencionaram estarem abertos a mudanças e desejarem essas mudanças; já para características dos coachees, apontaram conhecimento, amor, imparcialidade, respeito, entre outras.

The current study was based in one higher education institution and examined pre-service teachers’ use of social media to support their own professional development whilst on school placement, through a community of practice lens. The trainees were registered on a one year secondary course designed to lead to a Post Graduate Certificate in Education with 60 credits at Masters Level combined with Qualified Teacher Status (QTS) for England and Wales during which the researcher repeatedly interviewed a focus group sample from each subject cohort and analysed transcripts of these interviews through the lens of Wenger’s (1998) concept of a community of practice. The research took place in a national context of review and reform of teacher education in England. Some trainees, for example those studying at the higher education establishment at question, might experience considerable challenge in the school placement. Authentic self-reflection requires a safe place in which pre-service teachers can openly articulate with others what they might see as their own failures as well as successes in the classroom in order to develop a greater sense of self-efficacy and new ideas about teaching. In some instances, such as in the area of behaviour management, the national focus on maintaining good order means that it may become even more challenging and ultimately riskier to share the experience of failure because acknowledgement of this risks the possibility of failing to achieve the requisite standard for qualified teacher status. Besides, to gain qualified teacher status a trainee must attain the Teachers’ Standards (DfE, 2013) which include a requirement that a professional teacher upholds the ethos of the school to which the trainee might not be sympathetic. Findings from this research cannot be generalised. However, in this small-scale study it was found that pre-service teachers used private social media to support each other on the course in a number of ways: to establish a group that might be viewed as a community of practice and then, as part of the core enterprise of becoming a qualified teacher, to offer or to receive shared practice or support from another pre-service teacher in the role of more knowledgeable other and to broker new ideas about teaching to each other and to schools themselves from the other communities to which they belonged. Those who networked socially as part of the community of practice were more organised around deadlines. They also more likely to manage risky and stressful situations collaboratively and present an enhanced image of “…a body of common knowledge, practices and approaches” (Wenger, McDermott and Snyder, 2007, pp. 4-5) during their school placement which was unavailable to the trainee who did not participate within the online community. The scope for openly sharing practice and the development of learning communities among pre-service teachers is potentially restricted by the current national and local context of teacher education. However, one conclusion from this study might be that social media can potentially enable pre-service teachers to communicate privately in important ways that support their professional development whilst undertaking their training.

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