Dan Pratt, PhD

Senior Scholar

Dr. Dan Pratt is Professor Emeritus of Adult & Higher Education in the Department of Educational Studies and holds a cross appointment to the Faculty of Medicine, in the Centre for Health Education Scholarship (CHES). Dr. Pratt was a faculty member for the American Academy of Orthopaedic Surgeons Educators’ Course (2004-11) and is currently a faculty member for the Harvard Macy Institute for the Health Professions. Dr. Pratt has been a visiting professor and consultant at universities across North America, Europe, Asia, and Australia. Dr. Pratt’s primary area of scholarship and academic interest is in teaching and learning.

Research Interests

Dan Pratt’s scholarship and professional practices have focused on the exploration of teaching and learning across variations in disciplinary traditions, professional contexts, social and cultural norms. With his graduate students he identified antecedents that give rise to significant differences in how we understand and enact the social role of teacher. The central message of his work is that effective teaching is cultural, situational, and personal. There must be, therefore, a plurality of good teaching, rather than a singular orthodoxy of good teaching. The implications are most critical not only when considering how to facilitate student learning, but also when considering how to develop or evaluate another’s teaching.


In 1992 Dan received the Killam Teaching Prize at UBC. In 1999 his book, “Five Perspectives on Teaching in Adult and Higher Education”, won the Cyril O. Houle Award for most outstanding literature in adult education. In 2008 he received Canada’s most prestigious university teaching award – the 3M National Teaching Fellowship. In 2011, Dan was inducted into the Adult and Continuing Education International Hall of Fame. And in 2012, Dan Pratt and John Collins won the
Imogene Okes Research/Scholarship Award for their work on the validity and reliability of the Teaching Perspectives Inventory (TPI). As of August 2016, more than 400,000 people have taken the TPI.

Publication Highlights

Pratt DD, Schrewe B, Pusic MV (2019). Pedagogical validity: The key to understanding different forms of ‘good’ teaching, Medical Teacher, DOI: 10.1080/0142159X.2018.1533242

Pratt, Smulders & Associates. (2016). Five Perspectives on Teaching: Mapping a Plurality of the Good in Teaching. Malabar, FL: Krieger Publishing.

Hopkins, Regehr & Pratt. (2016). A framework for negotiating positionality in phenomenological research, The Medical Teacher: AAME Guide (on-line version 9270 words available on-line 2016).

Hopkins, Pratt, Bowen & Regehr. (2015). Integrating basic science without integrating basic scientists: Reconsidering the place of individual teachers in curriculum reform. Academic Medicine, 90(2), 149-153.

Schrewe, Pratt & McKellin. (2015). Adapting the forms of yesterday to the functions of today and the needs of tomorrow: a genealogical case study of clinical teaching units in Canada. Advances in Health Sciences Education: Theory and Practice, Epub April.

Jarvis-Selinger, Pratt & Regehr. (2012). Competency is not enough: Integrating identity formation into the medical education discourse. Academic Medicine, 87(9), 1185-1190.

Pratt, Sadownik & Jarvis-Selinger. (2012). Pedagogical BIASes and clinical teaching in medicine. In L. M. English (Ed.), Health and adult learning, 273-296, Toronto: University of Toronto Press

Collins & Pratt. (2011). The teaching perspectives inventory at ten years and 100,000 respondents: Reliability and validity of a teacher self-report inventory. Adult Education Quarterly, 61(4), 358-375.