Analyzing the roles of scholars and practitioners.
To be or not to be. Scholar, practitioner or both? That is the question asked. This model puts an emphasis on research and resource, as well as acting on the research learned and the resources acquired which morphs the two models into one. A scholar is one who researches and writes extensively; where as a practitioner is one who practices closely with in the field of sociology or psychology as professors, counselors, or care takers. The scholar/practitioner model is unique because it demands a fluency in standards and performance at once. Therefore, the scholar practitioner can reach the highest levels of learning, synthesizing and evaluating.
Educators are typically crossed between both a scholar and a practitioner and as education evolves so to must those who educate learn and change.
Depending on any issue at any given moment, one could be required to be either or both scholar and practitioner. Regardless of one’s field of employment, flexibility is a must . One must be willing to spend an extensive amount of time researching reliable sources, and willingness to read is a necessity in order for one to become more scholarly and be an affective practitioner. The quality of ones work can greatly be affected by information and research that is not knowledgeable, creditable or reliable. Therefore it is imperative that information given is credible, especially when one is earning a degree, or certificate.
Ozegovic,J,Phillips,J,Phillips,M, Syzmanski,D, (2007) “One of the factors affecting scholarly productivity that has accrued much empirical support is the quality of the academic research training environment (RTE) in graduate school (Gelso 1993, 1997). Effective academic RTE are comprised of interpersonal (e.g., appropriate faculty modeling, positive reinforcement of students initial research efforts, and making science partly social experience) and instructional components (e.g.teaching that all experiments are flawed, emphasizing the varied approaches to conducting research as well as the ways in which research can inform practice, and statistics instruction that is relevant to practice and research design logic; Khan & Gelso 1997)
Scholars and practitioners are interdependent practices; however one’s growth is dependent on one’s ability to be both. Scholars and practitioners have a cause and effect relationship. Becoming a better scholar can only be achieved if newly learned information and research is put into practice immediately. Thus evolving into a highly qualified scholar/practitioner.