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Adopting Team-Based Learning for In-Service Teachers: A Case Study

Walker, ZM; Guo Zheng, T; (2017) Adopting Team-Based Learning for In-Service Teachers: A Case Study. International Journal for the Scholarship of Teaching and Learning , 11 (1) 10.20429/ijsotl.2017.110106. Green open access

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Abstract

Team-based learning (TBL) is an instructional pedagogy that has gained recent popularity due to its effectiveness in disciplines such as medicine and business. However, TBL has not been widely adopted in teacher education based on reviews of research and practitioner based literature. The purpose of this case study was to assess the implementation and effectiveness of TBL in a Singapore teaching institute with thirty in-service teachers. Quantitative and qualitative data was collected from teachers about their experience learning through TBL. Research findings revealed that 1) teachers generally perceived TBL to be a positive experience, although several areas for improvement were suggested; 2) quality of scores through TBL was high, with team scores being significantly higher than individual scores. The findings from this study have the potential to guide the design of future TBL courses in education.

Type: Article
Title: Adopting Team-Based Learning for In-Service Teachers: A Case Study
Open access status: An open access version is available from UCL Discovery
DOI: 10.20429/ijsotl.2017.110106
Publisher version: https://doi.org/10.20429/ijsotl.2017.110106
Language: English
Additional information: This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License (https://creativecommons.org/licenses/by-nc-nd/4.0/)
Keywords: Team-Based Learning, Pedagogy, Teamwork, Teacher Education
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10062034
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