From Theory to Practice: A Department-Wide Approach to Faculty Development and Practice-Based Pedagogy
Megan J Sulsbergera & Erin M Ramireza
Abstract
Future educators need opportunities to refine professional skills during preparation, and practice-based pedagogy (PBP) plays a central role. This study explores the outcomes of a department-wide initiative to expand PBPs across educator preparation programs. Five faculty from diverse disciplines participated in sustained professional development, engaging in collaborative exploration, curriculum redesign, and iterative reflection. Using an action research design, faculty incorporated PBPs while 135 students contributed data through journals, course evaluations, and exit interviews. Thematic and constant comparative analysis revealed that candidates showed greater engagement, improved application of theory, and increased confidence in enacting professional skills. Faculty reported benefits such as stronger collaboration, purposeful use of rehearsal and video, and decomposition of standards into actionable practices. These outcomes advanced departmental goals of enhancing educator readiness and student participation. Findings underscore the value of sustained faculty support and collaborative, programmatic approaches to PBPs for effective educator preparation.