Qualitative analysis reveals adaptive processes shaping self-efficacy in award-winning educators, suggesting faculty development methods.
For these award-winning educators, teaching self-efficacy was constructed and reconstructed through an adaptive, socially situated process of interpretation and reflection. The same events may have affected self-efficacy differently, depending on how individuals framed and acted on their experiences. Findings support a model that emphasizes adaptive expertise and offers implications for faculty development.
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Usher et al. (2026) studied this question.
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