Future-Ready Faculty: Optimizing Faculty Development to Foster Adaptive Expertise

Teachers are indispensable to realize high-quality education and have a substantial impact on the achievements of their students. The complex and demanding environment of health professions education creates specific challenges for teachers. This dissertation advances our understanding of teaching engagement and the development of adaptive performance of health professions education teachers and what factors at the individual and organizational level are perceived to support this development. The different studies presented in this dissertation provide insight into how combining roles in education, research and patient care might support teaching engagement, how adaptive performance can occur in various shapes across all career stages, and how situations perceived to demand adaptive performance depend on personal previous experiences. Also, we show how the use of teacher tasks as building blocks for faculty development could connect educational development closer to professional development and the daily practice in the workplace, and why faculty development should integrate a focus on improving teaching competence of individual teachers with a broader scope on the organization.