Communication in (Inter)professional Teams as a Specific
Challenge: The Practice at Primary and Lower Secondary Schools

k 2023

Communication in (Inter)professional Teams as a Specific Challenge: The Practice at Primary and Lower Secondary Schools

VICIANOVÁ, Teresa, Alžběta JURASOVÁ, Jan EGERLE, Lenka ĎULÍKOVÁ, Petra DVOŘÁČKOVÁ et. al.

Basic information

Original name

Communication in (Inter)professional Teams as a Specific Challenge: The Practice at Primary and Lower Secondary Schools

Authors

VICIANOVÁ, Teresa, Alžběta JURASOVÁ, Jan EGERLE, Lenka ĎULÍKOVÁ, Petra DVOŘÁČKOVÁ and Petra PÍRKOVÁ

Edition

ECER 2023 "The Value of Diversity in Education and Educational Research" 2023

Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

není předmětem státního či obchodního tajemství

Organization unit

Faculty of Education

Keywords in English

(Inter)professional collaboration; primary schools; lower secondary schools; reflective communication; (inter)professional relationship

Abstract

V originále

(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.

Links

MUNI/A/1462/2022, interní kód MU

Name: Podoby profesní spolupráce ve škole III - Podmínky spolupráce učitelů a pomáhajících profesí

Investor: Masaryk University, Cooperation between professionals in schools III - The conditions of collaboration between teachers and helping professions

MUNI/A/1470/2022, interní kód MU

Name: Analýza diverzity socio-kulturních prostředí z perspektivy edukačních jevů

Investor: Masaryk University, Analysis of the diversity of socio-cultural environments from the perspective of educational phenomena

Citovat

VICIANOVÁ, Teresa, Alžběta JURASOVÁ, Jan EGERLE, Lenka ĎULÍKOVÁ, Petra DVOŘÁČKOVÁ and Petra PÍRKOVÁ. Communication in (Inter)professional Teams as a Specific Challenge: The Practice at Primary and Lower Secondary Schools. In ECER 2023 "The Value of Diversity in Education and Educational Research". 2023.

@proceedings{2314877,
   author = {Vicianová, Teresa and Jurasová, Alžběta and Egerle, Jan and Ďulíková, Lenka and Dvořáčková, Petra and Pírková, Petra},
   booktitle = {ECER 2023 "The Value of Diversity in Education and Educational Research"},
   keywords = {(Inter)professional collaboration; primary schools; lower secondary schools; reflective communication; (inter)professional relationship},
   language = {eng},
   title = {Communication in (Inter)professional Teams as a Specific Challenge: The Practice at Primary and Lower Secondary Schools},
   year = {2023}
}

TY  - CONF
ID  - 2314877
AU  - Vicianová, Teresa - Jurasová, Alžběta - Egerle, Jan - Ďulíková, Lenka - Dvořáčková, Petra - Pírková, Petra
PY  - 2023
TI  - Communication in (Inter)professional Teams as a Specific Challenge: The Practice at Primary and Lower Secondary Schools
KW  - (Inter)professional collaboration
KW  - primary schools
KW  - lower secondary schools
KW  - reflective communication
KW  - (inter)professional relationship
N2  - (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.
ER  -

VICIANOVÁ, Teresa, Alžběta JURASOVÁ, Jan EGERLE, Lenka ĎULÍKOVÁ, Petra DVOŘÁČKOVÁ and Petra PÍRKOVÁ. Communication in (Inter)professional Teams as a Specific Challenge: The Practice at Primary and Lower Secondary Schools. In \textit{ECER 2023 ''The Value of Diversity in Education and Educational Research''}. 2023.

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