Interprofessional practice between speech and language therapists and teachers involve sharing knowledge and experiences to achieve a common goal of improving child outcomes. Although interprofessional practice has widespread support from both disciplines, it is not always easily implemented in day-to-day practice and numerous challenges have been documented. This study attempts to address these challenges through an epistemological perspective of interprofessional practice between teachers and speech and language therapists. Action research methodology was employed for this inquiry that spanned the duration of a school year. Data analysis placed an explicit focus on the experiences of interprofessional practice between the speech and language therapist and teachers, including an examination of how action was agreed and the processes underpinning collaborative working. An epistemological lens facilitated a more in-depth consideration of the diverse ways of knowing implicit in interprofessional practice and provided guidance on how to overcome the barriers, and realise the potential, of collaboration between speech and language therapists and teachers in daily practice. Four factors, rooted in an epistemological perspective, were generated from the analyses as core tenets of effective interprofessional practice. These included securing a participatory space; actively facilitating power-sharing; balancing the status of practical knowing with propositional knowing and anchoring interprofessional practice in collaboratively designed, practical activities that integrate ways of knowing. The former four factors, and their implications, offer concrete and practical direction for practitioners and educators on how to achieve effective interprofessional practice to help improve child outcomes collaboratively.

言语和语言治疗师与教师之间的跨专业实践涉及分享知识和经验，以实现改善儿童成绩的共同目标。尽管跨专业实践得到了两个学科的广泛支持，但在日常实践中并不总是很容易实施，并且已经记录了许多挑战。本研究试图通过教师与言语和语言治疗师之间跨专业实践的认识论视角来应对这些挑战。这项跨越一学年的调查采用了行动研究方法。数据分析明确关注言语和语言治疗师与教师之间的跨专业实践经验，包括审查如何商定行动以及支持协作工作的流程。认识论的视角有助于更深入地考虑跨专业实践中隐含的多种认知方式，并就如何克服障碍并实现言语和语言治疗师与教师在日常实践中的合作潜力提供指导。四个因素，植根于认识论的观点，从分析中产生，作为有效的跨专业实践的核心原则。其中包括确保参与空间；积极促进权力分享；平衡实践知识与命题知识的地位，并将跨专业实践锚定在协作设计的、整合了知识方式的实践活动中。前四个因素，