其他摘要：Research on pedagogy and learning spaces often assumes that active learning spaces enhance faculty’s ability to implement student-centered practices and relies on student perspectives. Faculty completed surveys that assessed their self-efficacy for student-centered pedagogy, teaching experiences, and student engagement when teaching in active and traditional learning spaces. Self-efficacy positively predicted teaching experiences and student engagement within the same space, but negatively across spaces. Only self-efficacy in active learning spaces positively predicted student-centered strategy use. Findings challenge the assumption that skilled faculty will feel successful in any space, and necessitate the development of policies and trainings that consider pedagogy and space.
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