Abstract
Increased exploration of Teacher Professional Identity (TPI) is needed in pharmacy education. While much attention is given to students' professional identity formation, teacher identity is also important in shaping teaching effectiveness, teacher agency, and overall job satisfaction. Drawing from the literature, this commentary discusses TPI as a dynamic construct shaped by values, beliefs, and experiences related to the teaching profession. Department chairs and mentors are urged to promote TPI exploration, reflection, and discussion. A framework for exploring TPI is presented, along with a tool that can help educators explore their TPI. In addition, areas for research on TPI in pharmacy education are provided.
| Original language | English (US) |
|---|---|
| Article number | 101454 |
| Journal | American journal of pharmaceutical education |
| Volume | 89 |
| Issue number | 8 |
| DOIs |
|
| State | Published - Aug 2025 |
Bibliographical note
Publisher Copyright:© 2025 American Association of Colleges of Pharmacy
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Faculty
- Professional Identity
- Reflection
- Teacher Professional Identity
- Well-being
PubMed: MeSH publication types
- Journal Article
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