| Abstract: | The present paper is concerned with processes of 'change' and 'continuity' and their application to educational psychology. It argues that educational psychologists (EPs) need to be aware of and reflect regularly about 'change' and 'continuity' in their profession as a means of evaluating their own short- and long-term development. Such examination includes assessing the impact of external changes on EP practice. In identifying conceptual features of 'change' and 'continuity', the paper claims that 'change' is 'learning', and suggests a list of prerequisites if change is considered. The paper also provides the foundation for the presentation of an exploratory research project into 'change' and 'continuity' in educational psychology, discussed in Part II. |
