Working and Learning Across Professional Boundaries

Brooks, V; Thistlethwaite, J

Working and Learning Across Professional Boundaries

Brooks, V Thistlethwaite, J

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Publication Type:: Journal Article
Citation:: British Journal of Educational Studies, 2012, 60 (4), pp. 403 - 420
Issue Date:: 2012-12-01

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Full metadata record

Field	Value	Language
dc.contributor.author	Brooks, V	en_US
dc.contributor.author	Thistlethwaite, J	en_US
dc.date.issued	2012-12-01	en_US
dc.identifier.citation	British Journal of Educational Studies, 2012, 60 (4), pp. 403 - 420	en_US
dc.identifier.issn	0007-1005	en_US
dc.identifier.uri	http://hdl.handle.net/10453/121590
dc.description.abstract	This paper focuses on a context where interdisciplinarity intersects with interprofessionality: the work of children's services professionals who address the needs of children identified as vulnerable. It draws on evidence and perspectives from two disciplines - educational studies and health care - to consider the issues and challenges posed by learning and/or working across disciplinary boundaries and why these have proved so obdurate. © 2012 Copyright 2012 Society for Educational Studies.	en_US
dc.relation.ispartof	British Journal of Educational Studies	en_US
dc.relation.isbasedon	10.1080/00071005.2012.729665	en_US
dc.subject.classification	Education	en_US
dc.title	Working and Learning Across Professional Boundaries	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	60	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	60	en_US

Abstract:

This paper focuses on a context where interdisciplinarity intersects with interprofessionality: the work of children's services professionals who address the needs of children identified as vulnerable. It draws on evidence and perspectives from two disciplines - educational studies and health care - to consider the issues and challenges posed by learning and/or working across disciplinary boundaries and why these have proved so obdurate. © 2012 Copyright 2012 Society for Educational Studies.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/121590