When you hear the term “Scholar-Practitioner” what thoughts come to mind? Do you see yourself as a Scholar-Practitioner? Is this a professional identity you value? What adjectives do you associate with the term “”Scholar-Practitioner.” We’d love to know how you think about this idea in relation to your own experiences as an educator. Please add a comment to share your thoughts.
Share Your Thoughts on Being a Scholar-Practitioner
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Thank you for sharing this resource and information about your book! The topic of how do teachers view themselves: are they scholars or practitioners or both of these – really hits home for me as I have explored topics of identity in individuals with disabilities in my research. I am currently studying perceptions of identity in working mothers in higher education, or Mother Scholars, in light of COVID-19. I would be happy to share more information about this study that is in its beginning stages through your website if you would like!
Meg,
Thanks for taking the time to post a comment. Your interest in Mother/Scholars during the COVID-19 pandemic is very interesting and much needed. I hope you will get a good response to your survey and will give updates as you gathering insights.
Maria
Thank you, Maria! I will most definitely share and give updates. My goal is to have everything wrapped up with the study by October 1st so fingers crossed!
Meg, thanks for your comments. I’d like to hear more of your thoughts about identity for you as it relates to what it means for you to be a Scholar-Practitioner. I also would be very interested in learning more about your current study about perceptions of identity in working mothers in higher education. I am fascinated by your term “Mother Scholars” especially with the challenges of COVID-19. Please share more of what you are learning on our website. I am thinking that it would be good to also post something similar to this on the Share Your Thoughs – “Teaching and Learning in the Age of COVID-19” blog. You might want to invite other “Mother Scholars” to participate in your study.
Thank you, Marilyn! Yes, that term is so fascinating to me and it certainly does apply to so many different situations….I’m excited to see how the research in this study will play out compared to the research I’ve already done within special education. As for the term, Mother Scholar, I can’t take credit for it as it was mentioned at an AERA talk a few years ago (Lapayese, 2012). This term, first coined by Matias in 2011, and further explored by Lapayese (2012) looks at “the sharp divide between the intellect and the maternal, the public and the private” (p. 17) while also “[finding] creative ways to insert their maternal identity, specifically in academic spaces and in their scholarship” (Lapayese, 2012, p. 23). I would be honored to share the information from my study, and invite other Mother Scholars to participate, as you suggested and will head on over to the blog you mentioned. Thanks for the invitation to do so!
Hi, I am a “life-time” student, working on some sort of teacher certification. I have worked in the past and now on a non-tax. I have supported being a scholar AND teacher for quite some time. I have the experience to support it as I have attended classes for YEARS; and have seen the overwhelming change in education first-hand, particularly in the area of technology. Too many teachers do not continue their education–they are done when they are finished school, and their continuing education does not cover what they really need. I worked with teachers and administration in the past that took not ONE CLASS when we attended conventions. Consequently, they are still teaching the same as they did years ago, and they are not comfortable with the changes. I know that in my particular area, few teachers are using technology as they should and they worked primarily with “paper packets’ during the COVID. I do not see how these children really learned anything, and I am particularly fearful for the kids who had trouble learning in the first place. Professionals need to CONSTANTLY learn and I am even in favor of them taking classes online to do it. I am sure that my opinion is in the minority!!
Kay, thank you for sharing your thoughts. Exploring this website is the first time I have heard these two words together, Scholar-Practitioner. From what I have gathered of it’s meaning, I feel your idea of constantly learning and striving to be the best educator you can be fits this title very well. I am still a preservice teacher, so I am not really aware of what most school districts constitute as continuing education. However, I can say that even from my experience in my undergraduate courses I see the need to never stop learning and exploring the field of education. Even in the few short years I have been studying education there are so many new tools or strategies that are coming out. Additionally, it became clear to me when I started the program that even though I am in a wonderful education program no one undergraduate, or even masters program, can teach you everything you need to give your students the education they deserve. I will admit that sometimes it can feel overwhelming all the new resources or materials out there, but I do not find that as an excuse to stop learning and exploring. I agree that to be able to give your students the education they truly deserve you can never give up on learning, committing to being an educator is committing to being a lifelong learner. As an educator you should be able to find some sort of joy in learning, because that is part of what I believe teachers are trying to pass on to their students. As a future teacher I see learning as one of the most important parts of teaching, because as the age old saying goes “you can’t give what you don’t have.” Your students deserve the best possible learning experiences that work for them, so like you said educators need to constantly be learning. Thank you again for sharing your thoughts, you are not alone in seeing the value of always learning.
Hi Kay! Thanks for sharing your experience within the education system, and your passionate thoughts about life-long learning. I am currently a senior education major, and I am taking a Math Methods course this semester. When reading your comment, I was immediately reminded of what I am learning in that class; The reason why teachers can not be clinging to the old methods of teaching math is because of all the advancements and assessment data findings regarding math proficiency in the United States. Technology in the classroom is certainly an advancement, but even further, I believe that intentionality with technology in the classroom needs to be taught to every teacher, no matter how long they’ve been teaching. Especially in these times with online schooling and limited/modified classroom time, teachers need to be working for the title of scholar-practitioner, expanding their knowledge and teaching methods, and constantly seeking to learn for the sake of their students. I aspire to be a life-time student, just as you call yourself, and I’m hoping to do that by continually developing my growth-mindset and seeking out opportunities for improvement.
I had never heard of the term Scholar-Practitioner before exploring this website, but I found a lot of things that peaked my interest. The first thing that stuck out to me was the statement within the Scholar-Practitioner philosophy that reads “regardless of one’s professional role or stage of professional life, those with the sensibility of Scholar-Practitioners draw upon a reservoir of Pedagogical Wisdom to guide their decisions and actions.” I admire how they seek to connect individuals from every stage of the professional scale, as we all have something to gain from each other. Second, Scholar -Practitioners “support only those policies and mandates that serve the purpose of education and assure the ethical treatment of those entrusted to their care.” It is important within the world of education to use a great deal of critical thought when exploring tools, technologies, policies, etc. to implement within your profession. Overall I really like the way this idea encourages professional development and the continuation of bettering oneself for the sake of their students and ultimately the betterment of society.
Reviewing this website is the first time that I have really seen or heard of the term ” scholar-practitioner”. I must admit that at first glance I was a bit unsure about what this means, but after looking around on the website some more, I came to recognize its meaning more and more. As educators we have the opportunity and responsibility to continue to learn and grow in our practice, and this is greatly aided by being in a supportive community. We are not only to be scholarly by continuing to grow through professional development and similar learning opportunities, but to truly apply and live out what we learn through such experiences as those. The logo for Nexus Scholar-Practitioner states it well, reminding us that in education we need to reflect, imagine, connect, and act. Each of these elements is important and should not be forgotten or neglected. The term “Scholar-Practitioner” brings to mind someone who is knowledgeable in their field- particularly within the field of education- and who practices the knowledge that they hold through everyday actions. I would like to consider myself someone who is striving to become a scholar-practitioner, especially since I am still a teacher in training. I find the term and what it implies to be very valuable since it should not merely be an empty label, but rather one that has meaning through the reflection of continued action. Some adjectives that I associate with the term “Scholar-Practitioner” include: hard-working, continual learner, application of knowledge etc.
I think that it is important for there to be a place where teachers who may not be policy makers can share their experiences and thoughts about how to help better education, and this seems to be just such a place.
I know that I have heard of the term “Scholar-Practitioner” before, but I have never really thought about what it means. However, to me, it means that, in a classroom, the teacher should be learning just as much as the students. The teacher is the practitioner, the one teaching students and giving them new information, but the teacher is also a scholar. The teacher is learning things about teaching and interacting with students, but there are also plenty of opportunities for teachers to add to their academic knowledge. I know that my younger brothers know much more about different animals than me, and students often have interests that they are well informed about and that their teachers have very little knowledge about. As someone who is currently studying to be a teacher, I know that this will be true for me in the future. I think that the term, “Scholar-Practitioner” means that someone must be humble enough to acknowledge that no matter how great their leadership position may be, they are always learning, and they must be willing to accept help and learn from others.
Previously, I had not heard of the term “scholar-practitioner” being used. However, as an effective educator, I feel as if this should ring true for each of us. It is not enough to simply teach our students using random activities we find online; rather, we should stress the use of evidence-based practices within our classroom. This becomes especially true for special educators, and likewise, we should continue to be scholars to find and to implement the most effective strategies to help our students learn.
The term, “Scholar- Practitioner” is new to me, but after watching a video on the 6 traits of a S-P, I have a few take aways. First, the Metacognitive Reflection piece I believe is a very key component. In my pre-service field placements I have made many mistakes and realized many inadequacies within myself. Namely that I am too harsh with my weakness or believe my way is best. I found that the Scholar Practitioner seems to be reflective, but also wise and allowing multiple things to be true at the same time (theoretical understanding). I love this humility and openness.
When I think about what people and events have been important in shaping who me as a student, learner, practitioner, and scholar, I think about the times where I allowed others to teach and model to me important behavior. I did not try and figure it out on my own or be self-reliant. In one of my field experiences, this is exactly what I did not do! It resulted in a poor relationship with my cooperating teacher and she lost respect for me because of my lack of clarity and timeliness with getting her important documents. I was lost and trying to sort things out in the dark, and felt I need to have it figured out. I have learned SO MUCH!! I will be so much more open to what I do not know! To me, this is what it means to be a Scholar Practitioner, I get to take part each piece of the process– I get to learn from others and then practice what I have come to know!
As I look through the Scholar-Practitioner NEXUS, I see a community of professionals, but also a community of real, humble people looking to expand their knowledge. Being a scholar-practitioner to me is founded on the understanding that teachers never stop being students. We need to practice what we preach: being a lifelong learner. That means opening our minds and hearts when listening to a Sunday sermon, hearing a song at a grocery store, or seeing a new post pop up on social media. It means always being on the lookout for the latest research on effective pedagogy. But — and I think, most importantly — it also means learning from our practice. Content area knowledge only accounts for about 40% of our students’ learning (Vacca et. al 2014). The rest is how we implement pedagogy. This is why being a scholar-practitioner is so special– as teachers, we never discard the importance of study. But, we also have the privilege of daily working with the knowledge that we acquire. We’re “in the dirt,” so to speak. And so, we learn along with our students, and for our students, and we expect a lot from our students– but also from ourselves. Being a scholar-practitioner is the unique experience of teachers, which makes a community like this all the more important.
When I heard the term Scholar-Practitioner, I did not really understand what that meant. To me I think it means that a teacher is both a teacher and a student. Those who teach know a lot about good practices and how to educate their students. As the world is changing there are new opportunities and new resources to learn about and find the best ones to use in the classroom. With the new opportunities it is important that teachers take time to research so they can provide good quality instruction for their students. I also think this term means learning from your students. Each student will being something new and I think it is a great way to learn from them and see what they are interested in. Since each student learns a little differently, students can teach teachers about the different learning styles. Teachers know a lot so they should collaborate with other teachers to share their best practices and learn from other teachers.