On the second point, it is defended that the school environment and the whole structure that delimits this space should be considered when choosing disciplines and the method of knowledge construction for undergraduate curricula design, thereby expanding the professional’s insight into other knowledge fields, such as education and politics, among others. Consequently, different elements are required in the process of the individual’s education/training, such as: knowledge about educational policies, organization and laws training to deal with institution dynamic and continued education, etc. Even though the profession is defined by education (degree) and the purpose of the work (responding to school’s demands), it is understood that the local/position in which the professional stands makes a big difference in the role of its actions. On the first point, it is understood and defended that there is a big difference between being an educational psychologist on the staff of a school, and acting as a school psychologist in a private office outside the institution. They are: the space and context of the school/educational psychologist’s performance and the psychology undergraduate course curriculum. There are two crucial points on the topic of education and training of future educational psychologists.
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