Session Information
01 SES 13 B, Teacher networks and cooperation
Paper Session
Contribution
(Inter)professional collaboration among teachers and professionals from related fields is widely perceived as a prerequisite for implementing effective inclusive practice (Alborno, 2017; Suc et al., 2017). Despite its benefits for students as well as for involved professionals, Mulholland and O'Connor (2016) perceive its implementation as largely aspirational; it is facing many challenges, such as time constraints or ad hoc planning.
According to Švec et al. (in press), collaborative practices are often realised as a combination of the indirect and the direct model (cf. Hedegaard-Soerensen et al., 2017). Both models appear to be interconnected and mutually influenced; the nature and content of interactions with students (direct model) are based on the communication and agreement between the collaborating professionals (indirect model). The study emphasises the dominant role of professional relationships in the indirect model of inter(professional) collaboration, which subsequently affects the collaboration in the direct model; collaboration is naturally regarded as more satisfactory when the professional relationship is perceived as positive. Therefore, another key factor that influences the consistency and success of (inter)professional collaboration is professional relationships between collaborating individuals (Bennett et al., 2021).
Whether professional or personal, relationships can be undoubtedly regarded as a multidimensional concept which can be characterised and operationalized in multiple ways. In the current study, we aim to characterise professional relationships mainly through communication between collaborating professionals. In accordance with the cultural-historical activity theory (see Engeström, 2001), we perceive communication as a central aspect of human activity and as a key mediator of social and cultural processes. The theory suggests that communication is both shaped by and helps to shape social and cultural practices. In the case of (inter)professional collaboration, the communication is focused both on a shared object (goal) and interactions between involved professionals. More specifically, we focus on reflective communication that includes questioning and revising the script; it enables a shift from individualistic actions and specific objects of particular professionals toward an expanded, shared object and the transformation of their collective activity (Paju, 2021). Communication based on reflection allows one to “step back” and evaluate decisions (and actions) that were taken, leading to better understanding and improved practice in the future (Adams et al., 2016).
However, evidence suggests that communication in (inter)professional teams faces specific challenges. Based on their different disciplinary backgrounds and experiences, collaborating professionals may have different perspectives about students, resulting in conflicting opinions about best possible practices and solutions. Therefore, what is perceived as a crucial benefit of interprofessional collaboration, represents also a possible ground for misunderstanding in communication (Bokhour, 2006). Moreover, interprofessional discourse is often complicated by poor flow of information which may be one-sided or even non-existent in some cases (Ekornes, 2015; Engeström, 2001).
Bearing in mind the importance of positive professional relationships and (functional) reflective communication, the current study adopted the “best practice” approach. We aim to describe the communication and relationships between teachers and professionals from related fields who perceive their collaboration as functional and satisfactory. Apart from broadening the knowledge on (inter)professional collaboration, research on (inter) professional relationships and communication might provide valuable inspiration for teachers, related professionals and school administrators.
Method
The contribution presents the background and results of a part of a larger study, which aims to establish the research field on (inter)professional collaboration in the Czech Republic. In the current study, we focus on identifying key elements of collaborative relationships. Specifically, we aim to describe how the collaborators communicate in professional relationships which are perceived as satisfactory. The study focuses primarily on the description of the key elements of reflective communication in professional relationships. For this purpose, a descriptive and holistic multiple-case study design was applied (Yin, 2014). The case studies provide an answer to the main research question of how collaborating teachers communicate in satisfactory (inter)professional relationships. In our research, we chose a purposive sampling to explore the collaborative relationships of different groups of teachers and support staff. To create a research sample, professionals who perceive their relationship as functional and beneficial were selected. The sample consists of collaborating professionals who interact on a regular basis and therefore need to communicate frequently. Within the four case studies, the following forms of interprofessional collaboration were explored: a novice teacher who co-teaches with two experienced teachers, a novice teacher and a mentor teacher, a class teacher and special education teacher, and a novice teacher in collaboration with a teaching assistant. To secure a detailed description of professional relationships and communication, multiple sources of evidence were needed. Research methods included interviews, observations, document analysis, reflective notes, and video recordings. The data were collected in the time span of two school years. As a method of data analysis, qualitative content analysis was employed (Mayring, 2000).
Expected Outcomes
The case studies provided a detailed insight into positive professional relationships between teachers and related professionals, with an emphasis on their communicative practices. Our research results indicate that the conditions and favourable environment are the basis for developing positive professional relationships. Teachers and the school support staff perceived sufficient time and space for communication (i.e., for joint planning and mutual exchange of information) as important in setting up optimal conditions for reflective communication. Regarding the form and content of the communication, our results point to a development in both areas. Over time, collaborating professionals gradually shift from an asymmetric to a symmetric mode, i.e., their interactions are described as collegial instead of hierarchical. This shift allows their communication to become more open and honest, which are crucial conditions for reflective dialogue. The core elements that enable mutually beneficial reflective communication are willingness to regularly give and accept constructive feedback, active involvement and interest in nurturing the relationship. It is also necessary that all involved professionals strive to resolve potential conflicts as soon as possible, ideally by reaching a compromise. Our results suggest that the content of the communication takes place on two levels; the practical level includes mainly joint planning and organisational issues, whereas on the emotional level the professionals share their feelings or ideas. Despite being still mainly centred around the shared goal, communication gained a friendly dimension over time; the possibility of having personal, informal conversations was perceived as important. Apart from broadening the knowledge on the subject, results of the presented study offer recommendations in the area of interprofessional collaboration as well as in teacher development. Teachers and student teachers should be encouraged to practise and internalise key elements of reflective communication.
References
Adams, C. L., Nestel, D., & Wolf, P. (2006). Reflection: a critical proficiency essential to the effective development of a high competence in communication. Journal of veterinary medical education, 33(1), 58–64. https://doi.org/10.3138/jvme.33.1.58. Alborno, N. (2017). The “Yes … But” Dilemma: Implementing Inclusive Education in Emirati Primary Schools. British Journal of Special Education, 44(1), 26 – 45. https://doi.org/10.1111/1467-8578.12157. Bennett, S., Gallagher, T., Somma, M., & White, R. (2021). Transitioning Towards Inclusion: A Triangulated View of the Role of Educational Assistants. Journal of Research in Special Educational Needs, 21(3), 187–197. https://doi.org/10.1111/1471-3802.12508. Bokhour B. G. (2006). Communication in interdisciplinary team meetings: what are we talking about?. Journal of interprofessional care, 20(4), 349–363. https://doi.org/10.1080/13561820600727205 Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133 – 156. https://doi.org/10.1080/13639080123238. Ekornes, S. (2015). Teacher Perspectives on Their Role and the Challenges of Inter- professional Collaboration in Mental Health Promotion. School Mental Health 7, 193–211. https://doi.org/10.1007/s12310-015-9147-y. Hedegaard-Soerensen, L., Jensen, C.R., & Tofteng, D.M. (2018). Interdisciplinary collaboration as a prerequisite for inclusive education. European Journal of Special Needs Education, 33(3), 382 – 395. https://doi.org/10.1080/08856257.2017.1314113. Mayring, P. (2000). Qualitative Content Analysis. Forum Qualitative Sozialforschung, 1(2), Art. 20, http://nbn-resolving.de/urn:nbn:de:0114-fqs0002204. Mulholland, M., & O’Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers. International Journal of Inclusive Education, 20, 1070 - 1083. https://doi.org/10.1080/13603116.2016.1145266 Paju, B., Kajamaa, A., Pirttimaa, R. & Kontu, E. (2022). Collaboration for Inclusive Practices: Teaching Staff Perspectives from Finland. Scandinavian Journal of Educational Research, 66(3), 427-440. https://doi.org/10.1080/00313831.2020.1869087. Suc, L., Bukovec, B. & Karpljuk, D. (2017). The role of inter-professional collaboration in developing inclusive education: experiences of teachers and occupational therapists in Slovenia. International Journal of Inclusive Education, 21(9), 938-955. https://doi.org/10.1080/13603116.2017.1325073. Švec, V., Baranová, P., Dvořáková, T., Ďulíková, L., Egerle, J., Janík, T., Márová, I., Paroubková, A., Veselá, V. [Manuscript submitted for publication]. Podoby profesní spolupráce ve škole: Případové studie. 1. vyd. Brno: Masarykova univerzita. Yin, R. K. (2014). Case study research: Design and methods. Los Angeles: Sage.
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