Title page for ETD etd-06212007-121700


Document Type Doctoral Thesis
Author Grobler, Ilze
Email groblers3@absamail.co.za
URN etd-06212007-121700
Document Title Co-constructing knowledge in a psychology course for health professionals : a narrative analysis
Degree PhD (Psychology)
Department Psychology
Supervisor
Advisor Name Title
Dr C Wagner
Prof G J van Schalkwyk
Keywords
  • collaborative learning community
  • co-constructing knowledge
  • personal experience methods
  • narrative analysis
  • social constructionism
  • reflection-on-practice
  • health practitioners
  • story map
  • orthotics/prosthetics
  • critical psychology
  • Higher education
  • agency
Date 2007-04-16
Availability unrestricted
Abstract
The ever-changing demands of working life pose considerable challenges to higher education. The literature indicates that traditional forms of university instruction positioned a deficit model of teaching and learning, which is embedded in a logical positivist paradigm, as authoritative in the production of ‘experts’ who possess legitimate knowledge. However, in professional practice, health practitioners often deal with ill-defined problems. If health practitioners are to be prepared properly for their future careers, the development of reflective thinking should be an integral component of professional education courses. The aim of this study was to explore the public narratives on existing teaching and learning practices in higher education, orthotics/prosthetics and psychology, and to examine the authority of these narratives in the unfolding stories of students and the facilitator in a pilot applied psychology course designed for orthotist/prosthetist professionals. There is a paucity of psychological research in orthotic/prosthetic practice and further research in this domain is needed, particularly from a qualitative approach. A story map was used to integrate the methodology of personal experience methods and narrative analysis into one model that represents the voice of public and private narratives in a specific temporality of past, present and future. The analysis of public and private texts revealed the narrative themes of teaching and learning, co-constructing knowledge, reflection-on-practice, disability, community of concern and agency. A critical psychology and social constructionist approach is proposed to facilitate reflective clinical practice in a psychology module for orthotics and prosthetics. In a collaborative learning community, the lived experiences, knowledge, skills, and desires that invited orthotist/prosthetists into this helping field are honoured. In addition, they are encouraged to reflect on the value of professional interventions by using pragmatic criteria of whether an approach fits or is useful for a client, rather than relying on some abstract notion of ‘truth’.

Files
  Filename       Size       Approximate Download Time (Hours:Minutes:Seconds) 
 
 28.8 Modem   56K Modem   ISDN (64 Kb)   ISDN (128 Kb)   Higher-speed Access 
  00front.pdf 40.09 Kb 00:00:11 00:00:05 00:00:05 00:00:02 < 00:00:01
  01chapter1.pdf 75.22 Kb 00:00:20 00:00:10 00:00:09 00:00:04 < 00:00:01
  02chapter2.pdf 72.41 Kb 00:00:20 00:00:10 00:00:09 00:00:04 < 00:00:01
  03chapter3.pdf 142.60 Kb 00:00:39 00:00:20 00:00:17 00:00:08 < 00:00:01
  04chapter4.pdf 376.07 Kb 00:01:44 00:00:53 00:00:47 00:00:23 00:00:02
  05chapter5.pdf 374.56 Kb 00:01:44 00:00:53 00:00:46 00:00:23 00:00:01
  06chapter6.pdf 91.41 Kb 00:00:25 00:00:13 00:00:11 00:00:05 < 00:00:01
  07references.pdf 78.49 Kb 00:00:21 00:00:11 00:00:09 00:00:04 < 00:00:01
  08appendices.pdf 89.55 Kb 00:00:24 00:00:12 00:00:11 00:00:05 < 00:00:01

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