Knotworking — not working
Interprofessional collaboration and co-figuration of pre-service special education teachers
Bibliographic Data
| ID | 11482413 |
|---|---|
| Authors | Anitta Melasalmi (0000-0002-9602-460X, University of Turku, corresponding author), Saija Tanhuanpää (0000-0001-8522-2734, University of Turku), Teija Koskela (0000-0001-7331-5212, Department of Teacher Education, University of Tuku, Turku, Finland) |
| Year | 2024 |
| Volume | 39 |
| Issue | 3 |
| Pages | 516-537 |
| Publication date | 2024-05-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research Papers in Education (JOURNAL) |
| Journal identifiers | ISSN: 0267-1522 • E-ISSN: 1470-1146 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02671522.2023.2177881 |
| OpenAlex | W4323276546 |
| Language | EN |
| References cited | 50 |
The growing expectations and demands for teacher education highlight the need to provide future teachers with more knowledge and to prepare teachers as expert collaborators who can learn from each other. This qualitative case study based on video-recorded reflective assignments investigated how Finnish pre-service special education teachers’ experiences in relational interprofessional work within institutional boundary spaces – the so-called knotworking – contributed to the evolution of their professional agency. The results indicate that interprofessional collaboration during teacher education was challenging and orienting themselves as students was the principal way teachers negotiate their role within boundaries
Agency (philosophy · Boundary (topology · Interprofessional education · Negotiation · Pedagogy · Political science · Principal (computer security · Professional boundaries · Professional development · Service (business · Sociology · Teacher education · Collaborative Teaching and Inclusion · Computer Science · Innovative Education and Learning Practices · Medicine · Nursing · Psychology · Teacher Education and Leadership Studies
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| Citation velocity | historical |
|---|---|
| Highly cited | No |