Changing and sustaining transdisciplinary practice through research partnerships

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

Abstract

Transdisciplinary practice has been strongly advocated as an effective approach to working with children and families in early years' settings. However, practitioners continue to experience barriers to changing practice, and difficulties challenging their professional identity. These personal-professional challenges can make transdisciplinarity difficult to sustain. Accordingly, in this chapter we suggest some possibilities for working with research partnerships as a means of changing and sustaining transdisciplinary practice. Our discussion is based upon case studies from two Australian early intervention sites, where practitioners from early childhood education, social work and allied health areas come together for the benefit of families and children. We discuss some of the benefits and drawbacks of working with case study methodologies, and the potential of action research methodologies for supporting the sustainability of transdisciplinary practice in early years' settings.
Original languageEnglish
Title of host publicationTransdisciplinary professional learning and practice
EditorsPaul Gibbs
Place of PublicationThe Netherlands
PublisherSpringer-Verlag London Ltd.
Chapter2
Pages25-39
Number of pages15
Edition1st
ISBN (Electronic)9783319115900
ISBN (Print)9783319115894
DOIs
Publication statusPublished - 2015

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    Cumming, T., & Wong, S. (2015). Changing and sustaining transdisciplinary practice through research partnerships. In P. Gibbs (Ed.), Transdisciplinary professional learning and practice (1st ed., pp. 25-39). Springer-Verlag London Ltd.. https://doi.org/10.1007/978-3-319-11590-0_3