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.
AtkinsonM. P. (2001). The scholarship of teaching and learning: Reconceptualizing scholarship and transforming the academy. Social Forces, 79, 1217-1229.
2.
BlouinD. D.MossA. R. (2015). Graduate student teacher training: Still relevant (and missing?) 20 years later. Teaching Sociology, 43, 126-136.
3.
De CesareM. (2003). The impact of sociological orientation on pedagogy: A reconsideration of teacher training in sociology Ph.D. departments. American Sociologist, 34(3), 73-96.
4.
GambesciaS. F. (2018). Message from the editor in chief: Nobody taught me how to teach. Pedagogy in Health Promotion, 4(3), 171. doi:10.1177/2373379918792933
5.
LarsonJ.YoungA.LeibhamM. B. (2011). Reading to learn: Engaging university students in meaningful reading and discussion. Teaching Journalism & Mass Communication, 1(1), 21-31.
6.
SalvatoriM. R. (2011). Difficulty: The great educational divide. In HutchingsP. (Ed.), Opening lines: Approaches to the scholarship of teaching and learning (pp. 81-94). Menlo Park, CA: Carnegie Foundation for the Advancement of Teaching.
7.
SmollinL. M.ArlukeA. (2014). Rites of pedagogical passage: How graduate student instructors negotiate the challenges of first-time teaching. Teaching Sociology, 42(1), 28-39. doi:10.1177/0092055X13502181
