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dc.contributor.authorDaniels, Harry
dc.date.accessioned2018-09-04T04:43:32Z
dc.date.available2018-09-04T04:43:32Z
dc.date.issued2015
dc.identifier.isbn978-85-397-0621-1
dc.identifier.urihttp://hdl.handle.net/10072/141828
dc.description.abstractInter-professional collaborations for the wellbeing of children, and the ensuing adaptations being made by English local government authorities, were at the core of the four-year Learning in and for Interagency Working (LIW) study. Interagency working is an emergent and poorly understood form of work. It carries with it new demands for the conceptualisation of learning, preparation for practice and worker identity. This chapter will explore the wider theoretical implications of the LIW study for the development of theoretical understandings of interagency working. These are briefly discussed below: This study examined inter-professional working as it was being developed to identify (i) what practitioners, such as social workers, psychologists, health workers, teachers, police etc. needed to know and be able to do in order to work across professional boundaries for children’s wellbeing, and (ii) how their organisations were adapting. It found that operational practices were racing ahead of the strategic level practices which shaped the conditions of operational work, with the result that practitioners were rule-bending in their organisations to collaborate in responsive work with vulnerable children. Rule-bending was taken as a sign that organisations were not keeping pace with the demands of practices, in line with Barley and Kunda’s (2001) observation that when the nature of work changes, organisational structures either adapt or risk becoming misaligned with the activities they organize. The study focused on the sites of intersecting professional practices in multi-professional teams or local networks of expertise to reveal the additional ‘collective competence’ or ‘common knowledge’ (Carlile, 2004) which enabled practitioners to work collaboratively and responsively on the complex problem of children’s vulnerability. The common knowledge they developed underpinned a new practice of boundary work and combined knowledge about work on wellbeing, for example, what practitioners wanted for children and what each could contribute to that aim, with a relational form of expertise which included ‘knowing how to know who’ and ‘taking a pedagogic stance at work’.
dc.languageenglish
dc.language.isoeng
dc.publisherEDIPUCRS – Editora Universitária da PUCRS
dc.publisher.placeBrazil
dc.publisher.urihttp://livrariaedipucrs.pucrs.br
dc.relation.ispartofbooktitleCultural-historical approach : educational research in different contexts
dc.relation.ispartofchapter11
dc.relation.ispartofpagefrom231
dc.relation.ispartofpageto266
dc.subject.fieldofresearchTeacher Education and Professional Development of Educators
dc.subject.fieldofresearchcode130313
dc.titleProfessional Learning in Interagency Workplaces
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorDaniels, Harry R.


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