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ERIC Number: EJ861610
Record Type: Journal
Publication Date: 2009-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0965-0792
Learning in Third Spaces: Developing Trans-Professional Understanding through Practitioner Enquiry
Hulme, Rob; Cracknell, David; Owens, Allan
Educational Action Research, v17 n4 p537-550 Dec 2009
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. (Contains 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)