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Case Study and Self Study as Means for Program Improvement in Teacher Education
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Author(s): Jahnette Wilson (University of Houston, USA), Samuel R. Brower (University of Houston, USA), Teresa Edgar (University of Houston, USA), Amber Thompson (University of Houston, USA)and Shea Culpepper (University of Houston, USA)
Copyright: 2021
Pages: 17
Source title:
Promoting Qualitative Research Methods for Critical Reflection and Change
Source Author(s)/Editor(s): Viktor Wang (California State University, USA)
DOI: 10.4018/978-1-7998-7600-7.ch012
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Abstract
Proponents of the evidence-based movement in education maintain that decisions around policy and practice should be grounded in data outcomes. However, insufficient research exists on data use in teacher education programs as much of the research on data use is concentrated on K-12 programs. The purpose of this case study was to investigate the data use practices of an educator preparation program so as to facilitate program improvement efforts. The collective qualitative data described in this study was key to informing continuous improvement areas within this educator preparation program. Therefore, this case study offers insight as to how qualitative data can support and inform program improvement efforts.
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