The Value of Practice Simulations and Objective Structured Professional Assessments (OSPAs) for School Psychology Training: Participant Perspectives

Autor/inn/en	Dunsmuir, Sandra; Atkinson, Cathy; Lang, Jane; Wright, Sarah
Titel	The Value of Practice Simulations and Objective Structured Professional Assessments (OSPAs) for School Psychology Training: Participant Perspectives
Quelle	In: International Journal of School & Educational Psychology, 8 (2020), S.177-186 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atkinson, Cathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2019.1605953
Schlagwörter	Doctoral Students; Educational Psychology; Simulation; Foreign Countries; Student Evaluation; Student Experience; Psychological Patterns; Learning Processes; Barriers; Objective Tests; United Kingdom + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Erziehungspsychologie; Pädagogische Psychologie; Simulation program; Simulationsprogramm; Ausland; Schulnote; Studentische Bewertung; Studienerfahrung; Learning process; Lernprozess; Objektiver Test; Großbritannien
Abstract	This paper explores trainee educational psychology doctoral students' experiences of Objective Structured Professional Assessments (OSPAs), implemented at three UK universities and involving participation in a series of timed, simulated scenarios. Focus groups were audio-recorded, transcribed, and subjected to thematic analysis. Themes linked with cognitions included identification of learning processes (reflection, discovery, reception) or practical constraints (authenticity and timing of scenarios). Statements of emotion included positive responses (containment, reassurance, and relief) as well as more adverse reactions to the experience (anxiety and anger). Overall, the findings suggest that many students valued OSPAs as worthwhile and useful in developing professional competencies. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01