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Engaging Educators as

Scholar-Practitioners

Artist: Susan Hamilton


2011
School of Education Carlow University
Educators as Scholar-Practitioner
Artful teaching requires
more than application of
methods & techniques

Artful teachers reflect


upon and learn from their
actions

The continuing interplay


between acting & knowing
lies at the heart of
scholarly
School of Education practice Carlow University
Six Qualities of a Carlow Scholar
Practitioner

Metacognitive Reflection

Theoretical Understanding

Pedagogical Wisdom

Contextual Literacy

Ethical Stewardship

Aesthetic Imagination
School of Education Carlow University
Metacognitive Reflection
the capacity to
carefully observe
experience
discern significant aspects
of experience
I
thoughtfully analyze and
interpret experience
construct meanings that
inform future experience
develop an awareness of
ones process for meaning
making
School of Education Carlow University
Theoretical Understanding
the capacity to
recognize that multiple and
competing theories exist in all fields

understand the
arguments
underpinning various
theories

understand ones own


theoretical position
School of Education Carlow University
Pedagogical Wisdom
the capacity to

respond wisely,
humanely, and ethically
within pedagogical
moments (Max van
Manen)

in ways that
promote
continued engagement in
learning
School of Education Carlow University
Contextual Literacy
the capacity to

understand that contexts


are shaped by historical,
political, cultural,
economic, and
psychological forces

read and interpret


social contexts from
multiple perspectives
School of Education Carlow University
thical Stewardship
he capacity to

commit to the well-being of the profession


and communities of practice

conserve the best of the profession

contribute to the development


and growth of the profession

assure that education as a


social institution serves
the public good
School of Education Carlow University
Aesthetic Imagination
the capacity to
understand the potential of the aesthetic realm
to release the imaginationto see beyond
what is to what might be SOURCE: Maxine Green

Releasing the
imagination: Essays on
reflect and assign meaning education, the arts, and
social change. (1995)
to experience through
the aesthetic modalities

embrace ambiguity

appreciate the role of artistic


expression in coming to know
oneself
School of Education Carlow University
Scholar-Practitioner
More than an accumulation of skills

A stance

A way of being in the world

A way of being with students


that promotes respect,
cultivates each individual's
potential, instills a love of
learning
School of Education Carlow University
Aesthetic Imagination
Practitioner

Ethical Stewardship
Scholar -

Contextual Literacy
Pedagogical Wisdom
Theoretical
Understanding
Meta-cognitive
Reflection
HIGH PERFORMANCE LEARNING

Each of these Scholar-Practitioner qualities


contributes to High Performance Learning.
Carlows School of Education defines High
Performance Learning as learning experiences
(e.g., environment, curriculum, assessments,
engagements) that help each learner achieve
optimum potential given her/his individual
interests, capabilities, and motivations.