Practitioner Model versus Practitioner-Model and its Impact on My Professional Development

Topics: Learning, Graduate school, Communication Pages: 4 (1140 words) Published: January 20, 2012
Scholar-Practitioner Model versus Practitioner-Model and its Impact on My Professional Development

Abstract
The practitioners-scholar approach is the model I plan to follow to pursue my long-term professional goals of working as a consultant. Understanding the distinction between scholar, practitioner, scholar-practitioner and practitioner-scholar all are instrumental in my ability to create a plan to becoming a practitioner-scholar. Focusing on the history of psychology, becoming an effective researcher and forming invaluable communication skills laid the groundwork for having a successful career as a practitioner-scholar. Although, I do not feel I am either a scholar practitioner or practitioner scholar yet, my course work at Capella University will prepare me for the journey.

Keywords: scholar, practitioner, practitioner-scholar, scholar-practitioner, research


Scholar-Practitioner Model versus Practitioner-Model and its Impact on My Professional Development

Reflecting on how I might become a practitioner-scholar, I realize the importance of understanding the distinction between scholar, practitioner, scholar-practitioner and practitioner-scholar, first. Scholars are wise master in their discipline, and distinguished leaders in their field. In the field of psychology, I view scholars primarily as one that works in the academic setting. Practitioners are professionals who work within the community or corporate setting. Practitioners work within a particular career, driven by the needs of their clients (Peterson, 2006). Scholar-practitioners and practitioner-scholars differ in how they view the application of knowledge acquired. According to Wasserman and Kram (2009), scholar-practitioners bonded by theory, seek to generate knowledge first as the way to apply knowledge to the world. Practitioners-scholars first guide themselves by the needs of the client, and then on the knowledge drawn from research-based theories to improve clients well...

References: Peterson, D. R. (1991). Connection and disconnection of research and practice in the education of professional.. American Psychologist, 46(4), 422. Retrieved from http://ezproxy.library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9104223512&site=ehost-live&scope=site
Wasserman, I. C., & Kram, K. E. (2009). Enacting the scholar-practitioner role: An exploration of narratives. Journal of Applied Behavioral Science, 45(1), 12-38. Retrieved from http://ezproxy.library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=36658601&site=ehost-live&scope=site
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