Psychology

One essential aspect that shapes the capacity of practitioners to actively fulfill their roles and functions revolve around their ability to utilize available information and apply it in their corresponding practice. The essential element in supplementing this objective corresponds into continuous learning and research. Seeing this, the practice of both the scholar-practitioner model and the practitioner-scholar model coincides with such objective. Though these two ideas may diverge in their application and meaning, it provides the stimulus in recognizing the value of integrating new perspectives within the discipline and promotes growth within the specific profession.

In addressing this issue accordingly, it is crucial to highlight their relevance and meaning and how it corresponds to my profession accordingly. It can be seen that a scholar reflects the drive towards achieving inquiry. Knowledge acquisition and development are the key areas it tries to pursue to meet the demands of the workplace or any given responsibility (UFS, 2003). On the other hand, a practitioner is someone who carries out specific tasks and goals according to the mandated responsibilities associated with the profession. Here, the main component shaping individuals is their expertise in relating their knowledge and skills to the given position that they are practicing.

Relating these ideas with the concept of a scholar-practitioner, it can be argued that the term defines an individual who strives for knowledge acquisition and implements these within hisher area of expertise. This then becomes the essential aspect of practice as the person bridges the theoretical principles and relates it with a corresponding responsibility (Holloway, 1994). This then becomes significant in portraying competency and adaptability with the changes happening in the work environment and become keen in investigating patterns that influence these trends, behaviors, and connections altogether.

On the other hand a practitioner-scholar is different from a scholar-practitioner in the way it tries to base its drive towards knowledge acquisition. Here, these two paths diverge since a practitioner scholar considers the role of hisher particular responsibility as gauge on what types of output are necessary to be applied. This then illustrates establishing the common observable patterns within the current environment and tries to associate these with new and current literature (Mitchell and Greenwood, 2003). Such capacity then becomes valuable as change becomes manifested with the adjustments made by the practitioner in order to supplement avenues for change. Thus, a practitioner-scholar is more focused on life-long learning and culmination of personal capacity and identity.

Applying the principle of a practitioner-scholar with my current abilities as a professional, I deem that its practice remains essential in recognizing greater opportunities on my part in the future. Allowing new inputs to be introduced that is related with my profession can induce not only adaptability of the changing trends in the workforce but also nurture the motivation in sustaining continued involvement. Likewise, I see this model as a supplementary component that induces greater appreciation and learning of what I currently have. By incorporating the experiences and ideas acquired, I can fully utilize and maximize my profession and transcend towards others in a different manner.

Seeing this, I do believe that having a mindset of a practitioner-model hones my identity and provides expansion of current abilities. Here, I am not just stuck with what I currently know, but rather become open to new dynamics and challenges that can equally cultivate my purpose in life and how I react to my peers and corresponding responsibilities. In the end, the practitioner-model can create and induce favorable opportunities towards my growth and continued development.