ERIC Number: ED454157
Record Type: Non-Journal
Publication Date: 2000-Sep
Reference Count: N/A
Multidisciplinary Teamworking Indicators of Good Practice. SCRE Spotlights 77.
Wilson, Valerie; Pirrie, Anne
Classrooms in the United Kingdom are beginning to open up, with teachers working in multidisciplinary teams composed of classroom assistants, nursery nurses, learning support auxiliaries, educational psychologists, community educators, health and social workers, and parent volunteers. This paper identifies published sources of information on multidisciplinary teamworking, noting implications for policy and practice. Four sections focus on: what multidisciplinary teamworking is; what appears to support and encourage multidisciplinary teamworking (personal commitment, a common goal, clarity of roles and communication, and institutional support); what inhibits the development of multidisciplinary teamworking (logistics, the role of professional bodies, and attitudes of team members); and the implications of multidisciplinary teamworking for education in Scotland, which include: there is very little evidence regarding the efficacy of multidisciplinary teamworking in educational settings; the Scottish Executive is committed to fostering social inclusion and has announced ambitious targets; learning and managing multidisciplinary teams requires increased skills and sensitivity; roles in multidisciplinary teams are rarely static; and resources influence the way teams work. (Contains 23 references.) (SM)
Descriptors: Elementary Secondary Education, Foreign Countries, Interdisciplinary Approach, Interprofessional Relationship, Teacher Collaboration, Team Teaching, Teamwork
Scottish Council for Research in Education, 15 St. John Street, Edinburgh, EH8 8JR, Scotland, United Kingdom. Web site: http://www.scre.ac.uk/resreport/rr96/.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Scottish Council for Research in Education, Edinburgh.
Identifiers - Location: United Kingdom (Scotland)