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ERIC Number: EJ1176816
Record Type: Journal
Publication Date: 2018-May
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0033-3085
Perceptions of Zimbabwean Trainee/Educational Psychologists Regarding the Training on Their Support Roles and Responsibilities in Inclusive Education
Nkoma, Elliott
Psychology in the Schools, v55 n5 p555-572 May 2018
The study used focus group interviews at three administrative offices (provinces) that house trainee/educational psychologists in order to explore their experiences on how they learn about their support roles and responsibilities regarding the implementation of inclusive education. 13 trainee/educational psychologists from these provinces volunteered to participate in the study. The study used a qualitative design based on a phenomenological perspective and inductive thematic content was used to analyse data. The results indicate that trainee/educational psychologists had known their support roles through master's degree programmes, a single 2016 workshop, personally guided reading and collaborative work with workmates. Their views indicated inadequate training and supervision, and negative feelings towards internship after master's programme, payment of supervisors, continuing professional development points, lack of degree programmes in Master of Science in educational psychology, and location of conferences. The results provide important information about educational psychology in Zimbabwe with important implications for training and policy making.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zimbabwe
Grant or Contract Numbers: N/A