Relational expertize as ESL prerequizite for effective multi-professional collaboration
jeudi 12 novembre 2015, par
Multi-professional teams that operate at school or community level have been recognized as an important tool for tackling ESL. As noted by TWG on ESL (2013, p. 15) one important elements of such inter-professional cooperation is that members ‘require relational expertise, which enables professionals to recognize and work with the expertise of others.’ The aim of this article is to review literature on conceptualization and training of the relational expertize ; to aim is to elucidate what needs to be considered in multi-agency partnerships that will be part of the experiments in the project TITA.
Partners in multi-professional teams to tackle ESL are individuals with wide arrange of professional backgrounds. The question is how to ensure efficient communication among them that will provide support for an individual (potential) ESLer. A. Edwards (2010) sees the answer in what she refers to as ’relational turn in expertize’ and defines it as the capacity for working with others in addressing complex problems. The need for this relational turn in expertize is grounded in the complexity of younger’s trajectory ; one professional acting alone is unlikely to co-configure children’s trajectories away from the risk (e.g. by providing sufficient and adequate support to tackle ESL). The core of the relational expertize is to recognize and respond to standpoint of others professionals, but also to utilize knowledge that underpins one’s practice. Relational expertize also involves process of attuning one own’ responses with responses made by other professionals. Moreover, utilization of relational expertize leads to coordinated response of different practices ; e.g. teacher downplays the curriculum demands in order to accommodate the support of social worker.
Relational expertize can be learnt, e.g. in TLRP (2009, http://www.tlrp.org/pub/documents/E...) a series of sessions in which professionals were confronted with contradictions in their everyday understandings of practice was used. The aim of the sessions was to address the challenges of multi-agency professional learning and encourage the professionals to change working practice.
Forthcoming
Bing-Jonsson, P., Hofoss, D., Kirkevold, M., Bjørk, I., & Foss, C. (2016). Sufficient competence in community elderly care ? Results from a competence measurement of nursing staff. BMC Nursing, 15(1).
Baker, D. P., Horvath, L., Campion, M., Offermann, L., & Salas, E. (2005). The ALL teamwork framework. International Adult Literacy Survey, Measuring Adult Literacy and Life Skills : New Frameworks for Assessment, 13, 229–272.
Cannon-Bowers, J. A., Tannenbaum, S. I., Salas, E., & Volpe, C. E. (1995). Defining competencies and establishing team training requirements. Team Effectiveness and Decision Making in Organizations, 333, 380.
Charteris, J., & Smardon, D. (2017). A typology of agency in new generation learning environments : Emerging relational, ecological and new material considerations. Pedagogy, Culture & Society, 1–18.
Dindler, C., & Iversen, O. (2014). Relational expertise in participatory design. Proceedings of the 13th Participatory Design Conference on Research Papers – PDC ’14.
Duhn, I., Fleer, M., & Harrison, L. (2016). Supporting multidisciplinary networks through relationality and a critical sense of belonging : Three ‘gardening tools’ and the Relational Agency Framework. International Journal of Early Years Education, 24(3), 378–391.
Edwards, A. (2005). Relational agency : Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182.
Edwards, A. (2010). Being an expert professional practitioner : The relational turn in expertise. Dordrecht : Springer.
Edwards, A. (2011). Building common knowledge at the boundaries between professional practices : Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research, 50(1), 33–39.
Edwards, A. (2012). The role of common knowledge in achieving collaboration across practices. Learning, Culture and Social Interaction, 1(1), 22–32.
Edwards, A. (2015). Recognising and realising teachers’ professional agency. Teachers and Teaching, 21(6), 779–784.
Edwards, A., & Daniels, H. (2012). The knowledge that matters in professional practices. Journal of Education and Work, 25(1), 39–58. http://dx.doi.org/10.1080/13639080.2012.644904
Edwards, A., & Downes, P. (2013). Alliances for Inclusion. Commissioned Research Report for EU Commission NESET. Retrieved from http://www.nesetweb.eu/Alliances%20for%20Inclusion%20 NESET%20Report
Edwards, A., Lunt, I., & Stamou, E. (2010). Inter-professional work and expertise : New roles at the boundaries of schools. British Educational Research Journal, 36(1), 27–45.
Edwards, A. (2016). Revealing relational work. In A. Edwards (Ed.), Working relationally in and across practices : Cultural-historical approaches to collaboration (pp. 1–2). Cambridge : Cambridge University Press.
European Commission/EACEA/Eurydice/Cedefop. (2014). Tackling Early Leaving from Education and Training in Europe : Strategies, Policies and Measures. Eurydice and Cedefop Report. Luxembourg : Publications Office of the European Union.
European Commission. (2013). Reducing early school leaving : Key messages and policy support. Final Report of the Thematic Working Group on Early School Leaving. Retrieved from http://ec.europa.eu/education/policy/strategic-framework/doc/esl-group-report_en.pdf
Goh, P., & Di Prospero, L. (2017). The grey area : An exploration of the scope of practice for nurses and radiation therapists within the radiation oncology program focusing on interprofessional collaborative competencies of role clarity, communication, and team function. Journal of Medical Imaging and Radiation Sciences, 48(1), 11–15.
Hayes, P., & Omodei, M. (2011). Managing emergencies : Key competencies for incident management teams. The Australian and New Zealand Journal of Organisational Psychology, 4, 1–10.
Hopwood, N., & Edwards, A. (2017). How common knowledge is constructed and why it matters in collaboration between professionals and clients. International Journal of Educational Research, 83, 107–119.
Kidd, W. (2012). Relational agency and pre-service trainee teachers : Using student voice to frame teacher education pedagogy. Management in Education, 26(3), 120–129.
Leggat, S. (2007). Effective healthcare teams require effective team members : Defining teamwork competencies. BMC Health Services Research, 7(1).
Manilall, J., & Rowe, M. (2016). Collaborative competency in physiotherapy students : Implications for interprofessional education. African Journal of Health Professions Education, 8(2), 217.
Nancarrow, S., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(1).
Ness, I., & Riese, H. (2015). Openness, curiosity and respect : Underlying conditions for developing innovative knowledge and ideas between disciplines. Learning, Culture and Social Interaction, 6, 29–39.
Nuttall, J. (2013). Inter-professional work with young children in hospital : The role of ‘relational agency’. Early Years, 33(4), 413–425.
Patel Gunaldo, T., Brisolara, K., Davis, A., & Moore, R. (2017). Aligning interprofessional education collaborative sub-competencies to a progression of learning. Journal of Interprofessional Care, 31(3), 394–396.
Phillipson, J., Proctor, A., Emery, S., & Lowe, P. (2016). Performing inter-professional expertise in rural advisory networks. Land Use Policy, 54, 321–330.
Raley, J., Meenakshi, R., Dent, D., Willis, R., Lawson, K., & Duzinski, S. (2017). The role of communication during trauma activations : Investigating the need for team and leader communication training. Journal of Surgical Education, 74(1), 173–179.
Stevens, M., & Campion, M. (1999). Staffing work teams : Development and validation of a selection test for teamwork settings. Journal of Management, 25(2), 207–228.
Smith, P., Daniels, H., Edwards, A., Apostolov, A., Brown, S., Kinti, I., Leadbetter, J., Martin, D., Martsin, M., Middleton, D., Parsons, S. G., Popava, A., Warmington, P. & Youngs, S. (2008) Learning in and for multi-agency working in preventing social exclusion. London : Institute of Education.