FACULTY PROFESSIONAL DEVELOPMENT ON INSTRUCTIONAL PRACTICES: BASIS FOR TEACHING PEDAGOGY

Abstract

The research study aims to identify and explore the faculty professional development on instructional practices as a basis for teaching pedagogy. Mixed methods are the research designed utilized in the study from the result of triangulation that deals with Focus Group Discussion (FGD). Hence, purposive sampling technique is used in the sample population process. It is used based on the pre-defined criteria of the research process. The study composed One Hundred Seventy-Five (175) respondents only. Results indicate that faculty development on instructional practices for teaching pedagogy among the respondents express expertise success of development in teaching through student learning and evaluation, show that individual skills on teaching pedagogy provides individual skills to develop, lead, initiate, and plan for the subject area of student learning, show that knowledge on teaching pedagogy provides an insight for student to learn differently in various topics and lessons to be conducted in the learning process, show that expertise on teaching pedagogy helps for teaching the subject didactics and learning inside the classroom, and show that characteristics of a faculty focuses on the various instructional practices and teaching pedagogy as to order of thinking skills, psychological approach to learning, and educational principles in teaching and practices. Findings indicate that there is a significant relationship on the faculty professional development on instructional practices as a basis for teaching pedagogy by the participants.

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