Abstract
M.Ed. (Educational Psychology)
This study was aimed at exploring the reflections of the Master’s student as presented in their portfolios in the Educational Psychology programme in the University situated in Gauteng. Part of the requirements of the programme was that participants were to engage in a reflective process whereby they could reflect on their writing and its metaphors presented in their portfolios to display how learning took place. The intention was to produce graduates who had acquired the habit of reflection as a means of continuing to learn and grow in their professions.
The participants were six master’s students in an educational psychology programme in 2008 and 2009. In this research, an interpretivist research with a qualitative approach and a phenomenological design was followed. Data was collected using metaphors and reflections. In analyzing data the thematic analysis, which is a process for encoding qualitative information, was utilized. In addressing the research question, the data was analysed by means of thematic analysis. The research question was what can be learnt from the reflections of master’s students in Educational Psychology as it is presented in the participant’s portfolios. I had to abide by the set of ethical guidelines that directed the research to adhere to proper decisions and actions. Therefore I remained accountable for the ethical quality of the study.
The conclusion was that day to day experience is the arena in which adults learn. It promotes lifelong learning. Themes that emerged during data analysis pointed out that participants grew both personally and professionally, collaborated with one another and had support. It also emerged that they had considerable challenges but they emerged as strong participants in the two year programme offered by the university.