367 KB46 KB199220252022Huxtable, Marieštevilka:letn. 31str. 453-461COBISSID_HOST:127799043ISSN:2350-5141URN:URN:NBN:SI:doc-65SMQ1M0enDruštvo psihologov SlovenijePsihološka obzorja (Ljubljana)educational psychologypedagogipedagoška psihologijapoklicni razvojprofessional developmentpsychologistsCan educational psychology develop to meet the challenges, choices and changes of a 21st century world?| Se lahko pedagoška psihologija razvije za soočanje z izzivi, izbirami in spremembami sveta v 21. stoletju?|Since the 1970s there have been many changes in England to qualifications required to practice as an educational psychologist and the nature of the organisations for which they work. These reflect the slow transformation in societal attitudes to the purposes of public services, education and the role and responsibilities of associated professionals. As a consequence, educational psychology as a distinct field of knowledge and practice is gradually being replaced by the general practice of psychology in Education. I believe that recognising, valuing and working to improve educational psychology as a distinct field of knowledge and practice can make a valuable contribution to the educational development of children and young people as they begin their life-long learning to live satisfying, productive and worthwhile lives for themselves and others as global citizens. Since leaving the profession of educational psychology I have continued to develop theory and practice as a professional educational practitioner supporting the professional development of other educational practitioners working in diverse fields of practice and cultural contexts. I see them faced with the same challenges as educational psychologists to realise their responsibilities as professional educational practitioners working within the constraints imposed by their employers and national government. Education is a values-laden concept and the challenge to us all is not to lose sight of that. I see how members of other professions are creating possibilities of holding fast to values that distinguish educational practice, which I believe educational psychologists might find of use. In this paper I offer an argument for distinguishing between ‘educational psychology as a distinct field of knowledge and practice’ and ‘the practice of psychology in Education’, why it is important and possible ways forwardOd sedemdesetih let preteklega stoletja so bile v Angliji vpeljane številne spremembe kvalifikacij, potrebnih za delo pedagoškega psihologa, spremenile pa so so se tudi institucije, v katerih ti delujejo. Te spremembe kažejo na počasne spremembe družbenih stališč do vloge javnih služb, izobraževanja in vloge ter odgovornosti strokovnjakov na tem področju. Posledično tudi pedagoško psihologijo kot samostojno področje védenja in stroke postopoma nadomešča splošnejša »psihologija v izobraževanju«. Verjamem, da lahko prepoznavanje, cenjenje in stremenje k izoboljšanju pedagoške psihologije kot samostojnega področja delovanja pomembno prispeva k izobraževalnemu razvoju otrok in mladih, ki začenjajo svoje vseživljenjsko učenje, da bi živeli zadovoljivo, produktivno in polno življenje zase ter druge člane globalne skupnosti. Po tem, ko sem zapustila poklic pedagoške psihologinje, sem teorijo in prakso razvijala kot pedagoški praktik in popirala strokovni razvoj drugih praktikov, ki delujejo v raznolikih strokovnih in kulturnih kontekstih. Pri tem opažam, da se ti soočajo z enakimi izivi kot pedagoški psihologi, in spoznavam, da so njihove odgovornosti venomer soočene s omejitvami, ki jih postavljajo njihovi zaposlovalci ali vlada. Izobraževanje je koncept, ki ga opredeljujejo in polnijo vrednote, izziv vseh nas pa je, da tega ne pozabimo. Sama opažam, da druge stroke ustvarjajo pogoje za to, da ohranjajo vrednote, ki odlikujejo izobraževalne prakse in za katere verjamem, da bi lahko bile uporabne tudi za pedagoške psihologe. V prispevku predstavljam argumente za ločevanje med »pedagoško psihologijo kot specifičnim poljem védenja in delovanja« ter »prakso psihologije v izobraževanju«, pojasnim, zakaj je takšna ločnica potrebna in predstavim mogoče načine prihodnjega delovanjaTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaDruštvo psihologov Slovenije