Changing and sustaining transdisciplinary practice through research partnerships

Tamara Cumming*, Sandie Wong

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

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 PublicationSwitzerland
PublisherSpringer, Springer Nature
Pages25-39
Number of pages15
ISBN (Electronic)9783319115900
ISBN (Print)9783319115894
DOIs
Publication statusPublished - 2015
Externally publishedYes

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Keywords

  • action research
  • early childhood education
  • early intervention
  • transdisciplinary practice

Cite this

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