Published
16-9-2026
Type of Work
Article
Abstract
This reflection examines how SAE’s faculty support hubs connect institutional guidance with teaching practice and inform planned micro-professional development sessions. Drawing on self-efficacy, social learning, and self-regulated learning, it considers the relationship between accessible resources, modelling, application, and collegial reflection. The article identifies opportunities to connect these resources through ongoing professional learning.
References
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Zimmerman, B. J. (2000). Attaining self-regulation. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
Citation
Davids, B. (2026). Part 1: Faculty support as a learning process [Staff Scholarship, SAE University College]. Creo.