Inside Out: The Influence of Identity, Context and Time on Faculty Motivation and Engagement
Examining faculty engagement and motivation through SDT and practice theory with a longitudinal approach allowed us to understand how faculty perspectives about their roles as educators change over time and in relation to evolving contexts.
Authors
- Kerri Shaffer
- Candace J. Chow (ORCID: https://orcid.org/0000-0002-7939-7930)
- Sara Lamb
Institutions
- University of Utah (US)
- University at Buffalo, State University of New York (US)
Publication Details
- Journal
- The Clinical Teacher
- Published
- 2025-12-08
- DOI
- https://doi.org/10.1111/tct.70280
- Primary Topic
- Evaluation of Teaching Practices
- Type
- article
- Field-Weighted Citation Impact
- 0.00