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ERIC Number: ED524558
Record Type: Non-Journal
Publication Date: 2009-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 18
Crossing Boundaries: Developing Effective Interprofessional Relationships between Teachers and Paediatricians
Goepel, Jannie
Australian Teacher Education Association, Paper presented at the Annual Conference of the Australian Teacher Education Association (ATEA) (Albury, Jun 28-Jul 1, 2009)
This presentation is concerned with the professional relationships between teachers and paediatricians in supporting children with special educational needs to reach their full potential. In England, both professions are subject to government legislation and guidance with regard to their own professional practice, including Every Child Matters (DfES 2003) which impacts on both professions. Additionally, the nature of each profession is shaped by their respective professional bodies. While multiple policies have advocated closer collaborative professional relationships, I contend that changes to structures, organisation and processes alone cannot guarantee effective interprofessional working. It is the mutually expressed professional qualities such as respect, advocacy, understanding and empathy that paediatricians and teachers exhibit, leading to improved interprofessional working which are outlined in this study. Three themes are identified through the literature as having an impact on the teacher/paediatrician relationship; they are policy into practice, professional hierarchy and professional outcomes. In taking a social constructivist approach, the perspectives of teachers and paediatricians are sought with regard to interprofessional working. Phase One of the enquiry comprised of single profession focus groups, where each profession outlined the professional qualities they considered important in bringing about effective collaboration. It is the findings from this Phase that are outlined in this presentation and are presented through the framework of the previously mentioned themes. Additionally, a conceptual framework is developed whereby paediatricians and teachers can be brought together into a new community of shared practice through the exercising of professional qualities. Such a community recognises complementary competences and owes its cohesiveness to mutual engagement, joint enterprise and a shared repertoire (Wenger 1998). I contend that such communities are characterised by shared goals, shared language and shared identity and are maintained by the recognition of difference, the mutuality of attentiveness and respectful encounters (Veite and Peeler 2007). (Contains 1 table and 3 figures.)
Australian Teacher Education Association. e-mail:; Web site:
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Australian Teacher Education Association (ATEA)
Identifiers - Location: United Kingdom (England)