Detail Learning in third spaces: developing trans-professional understanding through practitioner enquiry   Oleh:  Hulme, Rob ; Cracknell, David ; Owens, Allan Jenis: Article from Journal Dalam koleksi: Educational Action Research vol. 17 no. 04 (Dec. 2009), page 537–550. Topik: Integrated Services; Practitioner Inquiry; Third Space Fulltext: 9580__916629544.pdf (108.31KB) Isi artikel 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. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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