ABSTRACT
This chapter describes the adoption of a practice-based pedagogy of teacher education (PTE) at Towson University, the largest preparer of teachers in the state of Maryland. We aim to offer insight into how we operationalized this PTE institutionally, as we sought a coherent approach to support teacher educator learning and to develop a shared language and understanding across programs and departments. The chapter offers self-study narratives from numerous faculty and administrative participants in this adoption, providing a variety of perspectives on the implementation and scale-out of a PTE.
