The aim of the work is the constant searching for "quality of education" that is inextricably linked to the careful and responsive listening to the needs "of the customer," according to his satisfaction. In this regard, the Deming Cycle (PDCA), represented one significant methodological choice. In particular, TEM, retraces the cycle Plan, Do, Check, Act of Deming, through a system of schemes of design/ management, didactical evaluation/self-evaluation, aimed at analyzing and improving every single lesson. The teacher after having planned his own educational intervention (Plan) realizes the lesson (Do) and at the end of the same administered to learners an evaluation questionnaire (objective test - Check 1). The obtained results allow the teacher to identify possible problems, seek the causes which generate them through a teacher self-assessment questionnaire (Check 2) and define the corrective actions to be implemented already in the next lesson (Act). The cycle is repeated in all the lessons of the course offering to the teacher the opportunity to assess the level of learning of each student and the class as a whole (homogeneity - heterogeneity) - acting consequently in order to improve the educational activity. The TEM model, in this sense, allows the teacher to standardize "the good practices" to constantly improve all processes and try the path of innovation, building and maintaining a wealth of formalized experiences which, therefore, can be estimated, compared and improved. The work is divided into multiple phases, the first aspect analyzed concerns the analysis of the international literature, with reference to issues related to the evaluation of the teacher as a function of didactical self-evaluation and in view of the quality of teaching. The following is a presentation of the model and of its peculiarities. An analysis of the TEM model qualifying aspects is also provided, its main strengths and weaknesses. Finally, we propose an application example of the model to a university (undergraduate) course in Accounting. Teaching Quality, Deming Cycle, Self-evaluation, Continuous Improvement, Accounting

CONTINUOUS IMPROVEMENT IN THE UNIVERSITY TEACHING: THE TEM MODEL

VERNA, Ida;
2010-01-01

Abstract

The aim of the work is the constant searching for "quality of education" that is inextricably linked to the careful and responsive listening to the needs "of the customer," according to his satisfaction. In this regard, the Deming Cycle (PDCA), represented one significant methodological choice. In particular, TEM, retraces the cycle Plan, Do, Check, Act of Deming, through a system of schemes of design/ management, didactical evaluation/self-evaluation, aimed at analyzing and improving every single lesson. The teacher after having planned his own educational intervention (Plan) realizes the lesson (Do) and at the end of the same administered to learners an evaluation questionnaire (objective test - Check 1). The obtained results allow the teacher to identify possible problems, seek the causes which generate them through a teacher self-assessment questionnaire (Check 2) and define the corrective actions to be implemented already in the next lesson (Act). The cycle is repeated in all the lessons of the course offering to the teacher the opportunity to assess the level of learning of each student and the class as a whole (homogeneity - heterogeneity) - acting consequently in order to improve the educational activity. The TEM model, in this sense, allows the teacher to standardize "the good practices" to constantly improve all processes and try the path of innovation, building and maintaining a wealth of formalized experiences which, therefore, can be estimated, compared and improved. The work is divided into multiple phases, the first aspect analyzed concerns the analysis of the international literature, with reference to issues related to the evaluation of the teacher as a function of didactical self-evaluation and in view of the quality of teaching. The following is a presentation of the model and of its peculiarities. An analysis of the TEM model qualifying aspects is also provided, its main strengths and weaknesses. Finally, we propose an application example of the model to a university (undergraduate) course in Accounting. Teaching Quality, Deming Cycle, Self-evaluation, Continuous Improvement, Accounting
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11564/442888
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