(Inter)Professional Learning

Melissa Au

The notion of interprofessional learning has been extensively employed in healthcare education, particularly in nursing schools, to encourage effective communication and collaboration between health workers (e.g., see Darlow et al., 2015; Rogers et al., 2017). This aims to “overcome the limitations inherent to disciplinary silos where students are trained within the confines of their own disciplines” (Ganotice & Tipoe, 2020, para. 1). In the context of health care, given opportunities, when two or more professionals “learn about, from and with each other”, health outcomes can be maximised (World Health Organisation, 2010, p. 10). Borrowing the continuously evolving practices from the medical field, interprofessional learning can be applied in teacher professional development to enhance exchange and collaboration among teachers of various disciplines, in diversified school contexts, and across continents. Being at the forefront of the education field to nurture future leaders, teachers are committed to adopt timely and propitious pedagogical practices. For this reason, teachers have to continually strive to sharpen their skills and expand their knowledge from various sources. Learning journeys vary among individuals, and the collective effort in ongoing professional learning has become “the next emerging horizon for teacher learning” (OECD, 2019, p. 153). Thus, providing teachers with quality professional learning opportunities where they can engage in meaningful sharing of practices and creative exchange of ideas will advance their careers, building a community of trust to maximise educational outcomes (Darling-Hammond, 2017). Interprofessional learning takes place not only within the teaching professions but in a broader scope of engagement with other professionals such as psychologists, social workers and other stakeholders who support young people. Therefore, providing quality interprofessional learning opportunities to engage in deep dialogues about professional practices, expertise and collaboration can have the potential for cross-pollination across discipline and practices.


Below are some relevant and timely school examples, internet resources and scholarly contributions that raise issues, considerations, and challenges as we are coming to acknowledge teachers as valuable professionals whose needs for life-long learning and growing should also be valued and supported.

References

Highly-Cited Articles of Relevance (based on analysed result on Web of Science)

Internet Resources

School Examples

Articles Published in the Region

HKU Hub

Extended Readings

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