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Pharmacy Educator Motives to Pursue Pedagogical Knowledge
Patricia Baia1, Aimee F Strang1
1Albany College of Pharmacy and Health Sciences, Albany, New York.
American Journal of Pharmaceutical Education
|December 1, 2016
Summary
Pharmacy educators pursue pedagogical knowledge for personal learning and to improve student outcomes. A new model, Pedagogical Knowledge Acquisition Theory (PKAT), highlights blended intrinsic and extrinsic motivators for professional development.
Area of Science:
- Pharmacy Education
- Educational Psychology
Background:
- Pharmacy educators require specialized pedagogical knowledge to enhance teaching effectiveness.
- Professional development programs are crucial for acquiring and refining pedagogical skills.
Purpose of the Study:
- To investigate the motivations driving pharmacy educators to seek pedagogical knowledge.
- To develop a comprehensive model of motivation for pedagogical knowledge acquisition.
Main Methods:
- A mixed-methods approach combining qualitative (written narratives) and quantitative (quizzes, surveys) data.
- Grounded theory was employed to construct the motivation model.
- Data collected over five years (2010-2014) from participants of the Helping Educators Learn Pedagogy (HELP) program.
Main Results:
- Intrinsic motivations include a passion for learning and a desire to improve student learning.
- Extrinsic factors such as program design, funding, and administrative support also play a role.
- Participants demonstrated both self-centered and student-centered motivational drivers.
Conclusions:
- The study introduced the Pedagogical Knowledge Acquisition Theory (PKAT), a novel blended model of motivation.
- PKAT integrates intrinsic and extrinsic factors influencing pharmacy educators' pursuit of pedagogical knowledge.
- This model can inform the design of future professional development initiatives for pharmacy educators.
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