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Problematising Style Differences Theory and Professional Learning in Educational Psychology

Published online by Cambridge University Press:  31 May 2013

Stephen G. Rayner
Stephen G. Rayner*
Affiliation:
Newman University, School of Education, Birmingham, United Kingdom
*
Address for correspondence: Stephen Rayner, Dean of Education, Newman University, School of Education, Bartley Green, Birmingham, B32 3NT, UK. E-mail: [email protected]
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Abstract

The conceptual basis for a model of professional learning in educational psychology is presented in this article. The approach is one aimed at an integration and application of theories of knowledge management with educational and organisational psychology in a pragmatic research methodology underpinning professional learning. The model focuses upon the idea of praxis and the working ideal of a ‘thinking practitioner’. This is in turn applied to the development of individual differences theory as part of a critical revision problematising theory associated with researching style differences in cognition, learning and management. A need for critical revisionism, new directions in researching style differences and professional education is identified as part of an example illustrating a way to establish valid epistemic change and paradigm shift necessary for this development. The argument underpinning this approach, finally, concludes that the future is very much part of the past, as a knowledge source for informing contemporary professional learning thereby ensuring practice is not stuck in the present.

Keywords

educational psychologyepistemologyindividual differencesparadigm shiftprofessional learningknowledge managementstyle differences theory
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 30 , Issue 1: Educational Psychology: Looking to the Future , July 2013 , pp. 13 - 35
Copyright
Copyright © Australian Psychological Society Ltd 2013 

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