Exploring interprofessional collaboration and ethical practice: a story of emancipatory professional learning

Abstract

‘Exploring interprofessional collaboration and ethical practice: a story of emancipatory professional learning’ reveals the transformational power inherent within emancipatory professional learning processes that invite educators to collectively and critically explore their professional practices, assumptions, and beliefs working as members of interprofessional teams within the context of early learning. Kindergarten teachers and early childhood educators collaboratively investigated their professional practices working as members of interprofessional classroom teams through a variety of inquiry processes. The emancipatory professional learning processes employed in a two-day summer institute invited these educators to critically inquire into the key dimensions associated with interprofessional collaboration and ethical practices. The development of individual commitment to action plans for refining and transforming their professional practices were an outcome these joint investigations.