Re-thinking teacher professional learning: a more than representational account
This chapter presents the growth in interprofessional work, and by extension interprofessional learning, stems from new principles for the organization of work and the concomitant pressure on professional communities to collaborate more closely. It discusses a number of writers' complementary, but slightly different, ideas about the reasons for the reorganization of work, and presents a case study to exemplify the implications of these developments. The chapter explores the curricular and pedagogic implications of the new challenge for programmes of professional formation through reference to the concept of 'recontextualization'. The chapter concludes with a number of suggestions as to how universities and professional institutes could work together to rethink the design of programmes offered for initial professional formation, so they can better assist learners to develop the capabilities required for interprofessional working and learning.