GOOD PRACTICES
Good Practices at the Faculty of Education
This page brings together evidence-based, sustainable and transferable practices developed at our Faculty in teaching and learning, quality assurance, student engagement, stakeholder collaboration and community engagement.
Giresun University Faculty of Education Quality · Participation · Improvement · Sustainability
Our Approach to Good Practices
This page features not simply activities carried out, but implemented practices that address an identified need, produce monitorable outcomes, are supported by evidence and can be transferred to other programmes or units.
01 Teaching, Learning and Programme Quality
Disseminating Programme Accreditation Experience across the Faculty
Experience gained through programme accreditation is being shared with other programmes in the Faculty through work on programme learning outcomes, assessment and evaluation, evidence management, stakeholder engagement and continuous improvement.
Good-practice aspect: Transforming accreditation experience from an isolated programme-level effort into institutional learning, a shared approach to quality and the exchange of experience across programmes.
Integrated and Traceable Management of School-Based Practicum
Teaching practicums are managed through practicum guides prepared with due consideration of the disciplinary characteristics of departments, defined procedures and institutional cooperation with the Giresun Provincial Directorate of National Education. The Education Cooperation Protocol provides an institutional framework for collaboration among the Faculty, placement schools and relevant education stakeholders, while department-specific Teaching Practicum Guides support systematic implementation aligned with the needs of each discipline.
Good-practice aspect: Establishing an institutional and sustainable framework for school-based practicum, rather than treating it merely as a course-level activity, through university–school collaboration, discipline-specific guides, clearly defined responsibilities and monitoring processes.
02 Quality Assurance and Continuous Improvement
PDCA-Based Quality Management Model
The Faculty monitors its quality objectives, annual work schedule, evaluation, feedback and improvement activities through the Plan–Do–Check–Act (PDCA) cycle. Processes are managed in an integrated manner by linking responsibilities, timelines, outputs and evidence.
Good-practice aspect: Conducting quality assurance work throughout the year in a planned, traceable and evidence-based manner, rather than only during reporting periods.
Translating Survey Results into Monitoring and Improvement
Feedback collected from students, academic staff, administrative staff, graduates and external stakeholders is evaluated, and the results are monitored across years to inform quality assurance and continuous improvement.
Good-practice aspect: Making feedback results visible, comparing them and using them to inform improvement decisions, rather than merely collecting feedback.
03 Participatory Governance and Stakeholder Engagement
Direct Student Participation in Quality Management
Students from different programmes and year levels participate directly in quality assurance, evaluation, feedback and improvement processes through the Student Quality Commission.
Good-practice aspect: Recognising students not only as survey respondents but also as active participants in the quality management system, and incorporating their views into institutional decision-making.
Systematic Management of Faculty–School Cooperation
Planning, coordination, implementation, monitoring, feedback and end-of-term evaluation with placement schools are carried out within a defined framework. Coordination among the Provincial Directorate of National Education, placement schools, departments and the Faculty is supported at institutional level.
Good-practice aspect: Moving beyond isolated school partnerships to a sustainable cooperation model covering planning, implementation, monitoring, feedback and improvement.
04 Community Engagement and Practice-Oriented Education
Aligning Community Engagement Activities with the Sustainable Development Goals
Community engagement activities undertaken by the Faculty are classified in relation to the United Nations Sustainable Development Goals and made publicly available.
Good-practice aspect: Making visible the societal needs and sustainable development goals addressed by activities, rather than merely listing the activities.
Connecting Prospective Teachers with Schools and Communities
Through school-based practicums, community engagement initiatives, academic events, out-of-school learning and student activities, prospective teachers connect their academic learning with authentic educational and community settings.
Good-practice aspect: Establishing direct connections between theoretical teaching and experience in schools, with pupils, in communities and in professional practice, while supporting prospective teachers in gaining experience in real-life settings.
Extending Psychological Counselling and Guidance Services across the University
The Giresun University Psychological Counselling and Guidance Research and Application Centre provides psychological counselling and guidance to university students and academic and administrative staff, while supporting research, training, seminars and awareness-raising in the field. The involvement of Faculty of Education academics in the Centre’s management and academic activities enables the Faculty’s expertise and human resources to contribute directly to student well-being throughout the University.
Good-practice aspect: Turning expertise in psychological counselling and guidance at the Faculty of Education into an institutional service model supporting students and staff across the University, beyond undergraduate teaching, while integrating education, research and community engagement.
Academic Contributions to Accessible and Inclusive University Practices
The Giresun University Accessible University Unit undertakes activities to ensure that students with special needs can benefit equally and independently from academic, physical, sociocultural and digital facilities. The involvement of Faculty of Education academics with expertise in special education, educational sciences and related fields helps ground accessibility, academic accommodations, family education, awareness-raising and community participation initiatives in academic knowledge.
Good-practice aspect: Applying the Faculty of Education’s disciplinary expertise to developing accessible and inclusive learning environments across the University, and integrating practices that support the equal academic participation of students with special needs with awareness-raising, training and institutional coordination.
Good Practice Selection Criteria
To be included in the Faculty of Education Good Practices section, an initiative is expected to meet the following core criteria.
| Implemented |
Evidence-Based |
Demonstrates Improvement |
Sustainable |
Transferable |
Note: Establishing a commission, holding a meeting or carrying out routine procedures required by regulations does not, in itself, constitute good practice. To qualify, an initiative must have been implemented, be demonstrable with evidence, be sustainable and contribute to development or improvement.
Last Updated: 30 September 2026
