Accreditation Self-Study: The Development of a Community of Practice Through Qualitative Inquiry

• In Event: Building a Culture for Continuous Improvement in Educator Preparation Programs

Abstract

This paper highlights lessons learned from utilizing qualitative inquiry methods for the purposes of accreditation, with a particular focus on the development of a community of practice that stemmed, somewhat unexpectedly, from this process. Through the use of autobiographical research vignettes, we explore the idea of faculty buy-in for the accreditation process and how this evolved into a community of practice invested in overall program improvement, enhanced confidence in qualitative work, and the expansion of the initial work into continued research. Our goal is to provide ideas for Educator Preparation Programs engaging in their own accreditation processes to engage faculty and truly create a sense of continuous improvement in which stakeholders are fully invested.

Authors

• Katherine Rose Adams, University of North Georgia

• Diana Chang-Blom, University of Georgia

• Donna Governor, University of North Georgia

• Sheri Carmel Hardee, University of North Georgia

• Kelly McFaden, University of North Georgia

• April Nelms, University of North Georgia

• Kellie Whelan-Kim

• Westry A. Whitaker, The University of North Georgia

• James A. Zoll, University of North Georgia