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Communities of Practice

Expanding Professional Roles to Promote Reflection and Shared Inquiry

University of North Carolina, pat_wesley{at}unc.edu

Virginia Buysse

University of North Carolina

The field of early intervention continues to experience challenges in connecting theory and practice, reducing professional isolation, and translating principles into action. An examination of the way we perceive and enact professional roles reveals their limited scope in addressing these challenges. This article introduces the concept of expanding roles to include collaborative reflective inquiry within communities of practice as one way to reform professional practices. We suggest that reflection within communities of practice not only extends our own understanding, insight, and command of the situations in which we work, but also holds the potential to advance the field as a whole.

Topics in Early Childhood Special Education, Vol. 21, No. 2, 114-123 (2001)
DOI: 10.1177/027112140102100205


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