Māwhai: Webbing a professional identity through networked interprofessional communities of practice

Mandia Mentis; Wendy Holley-Boen; Philippa Butler; Alison Kearney; Julia Budd; Tracy Riley; Jude MacArthur; Vijaya Dharan; Jill Bevan-Brown

doi:10.1016/j.tate.2016.08.008

Māwhai: Webbing a professional identity through networked interprofessional communities of practice

Mandia Mentis, Wendy Holley-Boen, Philippa Butler, Alison Kearney, Julia Budd, Tracy Riley, Jude MacArthur, Vijaya Dharan, Jill Bevan-Brown

Massey University

Research output: Contribution to journal › Article › peer-review

12 Citations (Scopus)

Abstract

Professional identity is a frequently used term in teacher education although there is little consensus of what it means for practice. Drawing on research in the fields of professional identity development, communities of practice and interprofessional practice, this article presents a framework for interprofessional identity development that supports effective practice within and across different disciplines. The Māwhai framework, which translates as both ‘web’ and ‘net’, enables professionals to ‘web’ interprofessional identities through ‘networks’ of interprofessional practice. The framework is first described and then evaluated using data from three cohorts of professional educators.

Original language	English
Pages (from-to)	66-75
Number of pages	10
Journal	Teaching and Teacher Education
Volume	60
DOIs	https://doi.org/10.1016/j.tate.2016.08.008
Publication status	Published - 1 Nov 2016
Externally published	Yes

Keywords

Communities of practice
Interprofessional practice
Professional identity
Professional learning

ASJC Scopus subject areas

Education

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10.1016/j.tate.2016.08.008

Cite this

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title = "Māwhai: Webbing a professional identity through networked interprofessional communities of practice",

abstract = "Professional identity is a frequently used term in teacher education although there is little consensus of what it means for practice. Drawing on research in the fields of professional identity development, communities of practice and interprofessional practice, this article presents a framework for interprofessional identity development that supports effective practice within and across different disciplines. The Māwhai framework, which translates as both {\textquoteleft}web{\textquoteright} and {\textquoteleft}net{\textquoteright}, enables professionals to {\textquoteleft}web{\textquoteright} interprofessional identities through {\textquoteleft}networks{\textquoteright} of interprofessional practice. The framework is first described and then evaluated using data from three cohorts of professional educators.",

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AU - Mentis, Mandia

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AU - Butler, Philippa

AU - Kearney, Alison

AU - Budd, Julia

AU - Riley, Tracy

AU - MacArthur, Jude

AU - Dharan, Vijaya

AU - Bevan-Brown, Jill

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AB - Professional identity is a frequently used term in teacher education although there is little consensus of what it means for practice. Drawing on research in the fields of professional identity development, communities of practice and interprofessional practice, this article presents a framework for interprofessional identity development that supports effective practice within and across different disciplines. The Māwhai framework, which translates as both ‘web’ and ‘net’, enables professionals to ‘web’ interprofessional identities through ‘networks’ of interprofessional practice. The framework is first described and then evaluated using data from three cohorts of professional educators.

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Māwhai: Webbing a professional identity through networked interprofessional communities of practice

Abstract

Keywords

ASJC Scopus subject areas

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