Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements.
Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives.



To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development.



A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies.



Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants.



Shared placement experiences between student SLTs and student teachers may be an effective method for building participants' competencies in multiple aspects of collaborative practice. Active facilitation by both SLT and classroom teacher supervisors alongside careful consideration of learning contexts (e.g., classroom structure) will help to ensure that learning is maximized for prospective professionals.
College of Education, Health and Human Development, University of Canterbury, Canterbury, New Zealand.
Leanne
L
Wilson
College of Education, Health and Human Development, University of Canterbury, Canterbury, New Zealand.
Brigid
B
McNeill
College of Education, Health and Human Development, University of Canterbury, Canterbury, New Zealand.
Gail T
GT
Gillon
D000328:Adult; D000367:Age Factors; D002648:Child; D002657:Child Development; D002663:Child Language; D003299:Cooperative Behavior; D003479:Curriculum; D018479:Early Intervention, Educational; D004517:Education, Professional / Q000379:methods*; D005260:Female; D006801:Humans; D033183:Interdisciplinary Communication; D000073919:Interdisciplinary Placement; D007407:Interviews as Topic; D007806:Language Disorders / Q000175:diagnosis / Q000523:psychology / Q000534:rehabilitation*; D000067010:Literacy; D008297:Male; D011364:Professional Practice; D015397:Program Evaluation; D036301:Qualitative Research; D000070777:School Teachers; D013060:Speech; D013066:Speech-Language Pathology / Q000193:education*; D013336:Students, Health Occupations; D000070260:Teacher Training / Q000379:methods*; D013663:Teaching; D055815:Young Adult
classroom-based service delivery; collaboration; inter-professional education; language and literacy instruction