Inter-Professional Collaboration: Building Relational Understanding

Autor/inn/en	Adams, Megan; George, Sindu
Titel	Inter-Professional Collaboration: Building Relational Understanding
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 5, S.622-625 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adams, Megan) ORCID (George, Sindu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2022.2070001
Schlagwörter	Interprofessional Relationship; Behavior Problems; Student Behavior; Masters Programs; Graduate Students; Teacher Education Programs; Teacher Educators; Preservice Teachers; Team Teaching; Student Attitudes; Teacher Student Relationship; Classroom Techniques; Professional Autonomy; Educational Practices; Vignettes + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teamteaching; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Berufsfreiheit; Bildungspraxis
Abstract	The study explores inter-professional collaboration between a teacher educator (TE), and preservice teachers (PSTs) and a co-teacher (CT). The co-teacher is a practising schoolteacher employed part-time by the university due to expert skills in managing challenging behaviours. The main aim of the study was to answer Master of Teaching PSTs anonymised survey responses indicating the need for support when working with students in school classrooms displaying challenging behaviours. The concepts of 'relational expertise', 'common knowledge' and 'relational agency' (Edwards 2017) have been drawn upon to understand ways practitioners from intersecting practices can expand their understanding of a problem by using their specialist expertise and working together to inform joint goals and future directed actions (Rickinson & Edwards, 2021). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01