title: Pharmacy Educator Motives to Pursue Pedagogical Knowledge.
abstract: Objective.To investigate motives of pharmacy educators who pursue pedagogical knowledge through professional development programs and to develop a model of motivation to inform future development.Methods.A mixed-methods approach was used to study both qualitative and quantitative data. Written narratives, postmodule quizzes, and survey data were collected during a 5-year period (2010-2014) from pharmacy educators who participated in an online professional development program titled Helping Educators Learn Pedagogy (HELP). Grounded theory was used to create a model of motivation for why pharmacy educators might pursue pedagogical knowledge.Results.Participants reported being driven intrinsically by a passion for their own learning (self-centered motivation) and by the need to improve student learning (student-centered motivation) and extrinsically by program design, funding, and administrator encouragement.Conclusion.A new model of pharmacy educator motivation to pursue pedagogy knowledge, Pedagogical Knowledge Acquisition Theory (PKAT), emerged as a blended intrinsic and extrinsic model, which may have value in developing future professional development programs.
authors.affiliation: Albany College of Pharmacy and Health Sciences, Albany, New York.
authors.forename: Patricia
authors.initials: P
authors.lastname: Baia
authors.affiliation: Albany College of Pharmacy and Health Sciences, Albany, New York.
authors.forename: Aimee F
authors.initials: AF
authors.lastname: Strang
mesh_terms: D000328:Adult; D004512:Education, Pharmacy; D004521:Educational Measurement; D000071216:Faculty, Pharmacy; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007858:Learning; D008297:Male; D017145:Models, Educational; D009042:Motivation; D013663:Teaching; D055815:Young Adult
keywords: grounded theory; motives; pedagogy; pharmacy faculty; professional development