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Continuous quality improvement: integrating best practice into teacher education

Carole Edmonds (Northwest Missouri State University, Maryville, Missouri, USA)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 3 April 2007

2068

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.

Keywords

Citation

Edmonds, C. (2007), "Continuous quality improvement: integrating best practice into teacher education", International Journal of Educational Management, Vol. 21 No. 3, pp. 232-237. https://doi.org/10.1108/09513540710738674

Publisher

:

Emerald Group Publishing Limited

Copyright © 2007, Emerald Group Publishing Limited

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