A Reflection on Valuing Teacher Training and Pedagogy as Scholarship in Higher Education

Abstract

Reiterating the importance of the “education” in health education, this reflection poses the question, “Why don’t we make pedagogy a standard part of our doctoral programs alongside research methods and evaluation?” and considers the value and perception of teaching as scholarship in academia.

Positioning the Scholarship of Teaching and Learning Firmly in the Center of Health Promotion Pedagogy

“…In essence, this applied work helps us to implement what works for educators and practitioners of health promotion and public health. Commentaries involving perspectives on pedagogy help us to delve more deeply into teaching within the context of public health and health promotion (Glanz, 2017;Hughes et al, 2020;Pember, 2019), and to acknowledge contemporary issues so we can decide how we want to address them in our classrooms and in the field (James et al, 2019;Merzel, 2020Merzel, , 2021Sendall, 2021). SOTL work enhances our ability to engage in scholarly teaching as it provides the research and perspectives that enrich the literature, training, and reflections that educators use to strengthen their own teaching practice.…”

A Qualitative Examination of Barriers and Facilitators to Providing Pedagogical Training for Doctoral Students in Behavioral and Social Sciences Programs at US Schools of Public Health

“…Recently there has been increased attention regarding the need for SPH to better prepare doctoral students to teach and to value pedagogical training (Gambescia, 2018; Godley et al, 2020; Pember, 2019). In 2016, the Council on Education in Public Health (CEPH) added new foundational competencies for Doctor of Public Health (DrPH) programs that apply to teaching.…”

“…Therefore, faculty must be able to effectively support student learning and skills development in the classroom. However, doctoral programs, which are crucial in training future faculty, traditionally focus on preparing doctoral students for careers in research, with less emphasis on teaching (Gambescia, 2018;Pryce et al, 2011).Recently there has been increased attention regarding the need for SPH to better prepare doctoral students to teach and to value pedagogical training (Gambescia, 2018;Godley et al, 2020;Pember, 2019). In 2016, the Council on Education in Public Health (CEPH) added new foundational competencies for Doctor of Public Health (DrPH) programs that apply to teaching.…”