Beyond Student Ratings of Teacher: Continuous Improvement Cycles Using Student Feedback

Abstract

This study documented the use of PDSA cycles in a co-taught pre-service education course in higher education. The study includes data in the form of student feedback which was collected and analyzed at the end of each semester for three years. Data were used to inform an iterative process for course refinement to improve student outcomes. Results examined the benefits and challenges of collaboration and co-teaching for both students and faculty. Implications for future research and practices are explored.