Anda belum login :: 03 Oct 2023 20:45 WIB
Learning in third spaces: developing trans-professional understanding through practitioner enquiry
Article from Journal
Educational Action Research vol. 17 no. 04 (Dec. 2009)
The paper explores the value of practitioner enquiry in the development of common language and shared understandings for a group of mid-career professionals from a variety of public service backgrounds, brought together to formulate responses to the English agenda for integrating services. It draws upon data gathered from multi-professional action learning and focus groups via a collaboration between an English University and six regional authorities. Theories of ‘third space’ and ‘hybridity’ are engaged in arguing that the achievement of ‘integrated’ or ‘trans-professional’ knowledge can develop within ‘undecided’ reflective spaces through which new ways of working are discovered. It concludes that collaborative multi-professional practitioner enquiry offers a realistic means of embedding this challenging aspect of policy.
Klik untuk menuliskan opini Anda tentang koleksi ini!
Copyright © 2006, 2007
Unika Atma Jaya
, all rights reserved
Process time: 0.015625 second(s)