Abstract
Quality assurance and continuous improvement have become central expectations for teacher education institutions as they are required to demonstrate academic standards, professional relevance, and public accountability. This paper synthesises major quality concepts and operational mechanisms applicable to teacher education institutions and explains how internal quality systems can be aligned with external regulatory and accreditation requirements. Drawing on established quality management ideas—such as fitness for purpose, total quality management, and the plan–do–check–act cycle—the paper proposes a practical institutional logic for embedding quality culture in curriculum planning, teaching–learning processes, field-based practicum, assessment, faculty development, research and extension, student support, and governance. Continuous improvement is discussed as a structured, evidence-led process that uses stakeholder feedback, learning outcomes, academic audits, and performance indicators to identify gaps and implement corrective and preventive actions. The paper also outlines typical implementation challenges in teacher education, including compliance-oriented documentation, capacity constraints, and resistance to change, and offers strategies for strengthening institutional effectiveness through participatory leadership, data systems, professional learning communities, and systematic review cycles. The discussion is situated within the Indian policy environment where bodies such as the UGC, NAAC, NCTE, and affiliating universities influence institutional standards. Overall, the paper argues that sustained quality enhancement in teacher education depends on integrating assurance and improvement into everyday academic work rather than treating them as periodic exercises.
Keywords: Quality Assurance; Continuous Improvement; Teacher Education Institutions; Internal Quality Assurance; Institutional Effectiveness
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