Professional Cultures and Professional Knowledge: Owning, Loaning and Sharing

Autor/in	Messenger, Wendy
Titel	Professional Cultures and Professional Knowledge: Owning, Loaning and Sharing
Quelle	In: European Early Childhood Education Research Journal, 21 (2013) 1, S.138-149 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2012.760342
Schlagwörter	Foreign Countries; Educational Change; Expertise; Semi Structured Interviews; Family Programs; Organizational Culture; Cooperation; Interprofessional Relationship; Integrated Services; Organizational Theories; Information Dissemination; Nursery Schools; Child Care Centers; Communication (Thought Transfer); Knowledge Management; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Expert appraisal; Family program; Familienprogramm; Unternehmenskultur; Co-operation; Kooperation; Organisationstheorie; Informationsverbreitung; Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Communication; thought; Kommunikation; Gedanke; Wissensmanagement
Abstract	This study attempts to examine the relationship between professional culture and collaborative working in Children's Centres in a region of England. In Children's Centres, professionals from different professional backgrounds and different organisations are required to work together towards common goals as required by the Children Act 2004. Children's Centres serve to provide a place where children and families can access a number of services or be signposted to them. Anning (2001), Anning et al. (2006) suggested that some of the main difficulties appeared to be those of trying to combine the cultures of distinct services and professions into new ways of working and sharing professional knowledge. This research is considered with reference to professional journeys, professional identity and perceptions of knowledge. It builds upon the work of Robinson, Atkinson, and Dowling (2008) with reference to inter-professional processes and knowledge distribution, as well as previous work of ["name deleted to maintain the integrity of the review process"] in relation to common threads that draw professionals together. Socio-cultural theory, cultural identity theory, and organisational theory form the basis of the theoretical framework. The research considers how knowledge between different professionals is perceived and shared with reference to Bourdieu (1984), regarding the notion of "habitus" and Bhabha (1994) with reference to the creation of a new culture in terms of a "Third Space." It is based firmly within a qualitative paradigm and is phenomenological in nature. Twenty-five semi-structured interviews were undertaken in order to listen to the voices of different professionals from health, education and family support. Since 1997 and the election of New Labour in Britain, integrated working has been high on the political agenda. At the time of writing it is less certain as to the direction of the new coalition government elected in May 2010. "Integrated working" is considered to be the integration of all services who work with children by working towards common goals by sharing information and expertise. These services include health, education and social care, but may also include psychological services, the police and services provided by voluntary organisations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10