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Continuous quality improvement: integrating best practice into teacher education

Continuous quality improvement: integrating best practice into teacher education Purpose – This paper aims to provide a framework for continuous, quality, low cost professional development opportunities at the university level to improve the quality of the instructional practices and/or curriculum used in the teacher education program. Design/methodology/approach – Background of the design, needs assessment and implementation of professional development (best practice seminars) based upon the established best practices principles is described. Findings – Provides information about the various seminars that were held each year based upon the faculty needs assessment which is administered biennially. This needs assessment is developed based upon input from the yearly Beginning Teacher Assistance Program survey, P‐12 Regional Professional Development Center Advisory Group, current research and yearly goals set by university departments. Practical implications – A useful framework for other colleges and universities to provide continuous, quality, low cost professional development opportunities. At the very least, these seminars will raise awareness of current instructional practices and curriculum that is currently being used in P‐12 schools to raise student achievement. Hopefully, these “best practice” seminars will change instructional practice and curriculum at the university level to improve teacher education programs. Originality/value – This paper fulfills an identified need in the field of continuous quality improvement in the field of teacher education and offers a very useful framework for establishing a design to complete professional development at the university level. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Educational Management Emerald Publishing

Continuous quality improvement: integrating best practice into teacher education

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Publisher
Emerald Publishing
Copyright
Copyright © 2007 Emerald Group Publishing Limited. All rights reserved.
ISSN
0951-354X
DOI
10.1108/09513540710738674
Publisher site
See Article on Publisher Site

Abstract

Purpose – This paper aims to provide a framework for continuous, quality, low cost professional development opportunities at the university level to improve the quality of the instructional practices and/or curriculum used in the teacher education program. Design/methodology/approach – Background of the design, needs assessment and implementation of professional development (best practice seminars) based upon the established best practices principles is described. Findings – Provides information about the various seminars that were held each year based upon the faculty needs assessment which is administered biennially. This needs assessment is developed based upon input from the yearly Beginning Teacher Assistance Program survey, P‐12 Regional Professional Development Center Advisory Group, current research and yearly goals set by university departments. Practical implications – A useful framework for other colleges and universities to provide continuous, quality, low cost professional development opportunities. At the very least, these seminars will raise awareness of current instructional practices and curriculum that is currently being used in P‐12 schools to raise student achievement. Hopefully, these “best practice” seminars will change instructional practice and curriculum at the university level to improve teacher education programs. Originality/value – This paper fulfills an identified need in the field of continuous quality improvement in the field of teacher education and offers a very useful framework for establishing a design to complete professional development at the university level.

Journal

International Journal of Educational ManagementEmerald Publishing

Published: Apr 3, 2007

Keywords: Best practice; Professional education; Universities

References