Enriching the educational psychologist’s researcher identity and role in collaborative research: A cultural-historical activity theory perspective

Abstract

Aims and rationaleWithin the profession of educational psychology (EP), debates on the extent of EP research activity in the UK continue. Indeed, there may be a disconnection between the spectrum of EP research activity, its publication and its acknowledgement in academic and policy output. However, the focus of this article is not to elaborate upon this further but rather to consider the educational psychologist’s research identity. Cultural-Historical Activity Theory (CHAT) as an analytical and theoretical framework has been explored in EP practice (Leadbetter, 2017) but is instead presented here for the enrichment of EP research identity and skills, and to develop a more nuanced understanding of collaborative research.FindingsThe complexity of the nature of enquiry that underpins EP practice and systemic change processes is complimentary to the socio-cultural and historical factors in national EP practice.ConclusionsFurthermore, to bridge disconnects between academic and practitioner research, it is proposed that EP research identity can also be enhanced by locating this in the academic discourse of inter-disciplinary and collaborative research.