Learning interprofessional collaboration: connecting courses for teacher students and social education students

A study explored inter-university collaboration between educators teaching graduate-level courses for teacher and social education students, aiming to prepare them for interprofessional teamwork in inclusive schools. Using an action research approach, the study identified three critical factors for successful interprofessional learning: facilitating relationship-building, linking theory to authentic inclusive practice examples, and providing explicit pedagogical support for cross-professional collaboration. This research emphasizes the need for learning environments that mirror real-world collaborative conditions in educational settings.

Why it matters

This research provides insights into effective methods for developing interprofessional competencies among future professionals, particularly in sectors requiring collaborative approaches. It directly addresses the challenge of preparing a workforce for complex, inclusive environments by highlighting specific pedagogical strategies that can enhance practical collaboration skills.

Key insights

• The importance of creating opportunities for relationship-building among students from different professional backgrounds.
• The necessity of connecting theoretical knowledge to authentic, real-world examples of inclusive practice.
• The provision of explicit pedagogical support to guide students in learning to collaborate effectively across professional boundaries.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1913938