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

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

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.