Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18552
Title: 
Adopting team-based learning for in-service teachers: A case study
Authors: 
Keywords: 
Team-Based Learning
Pedagogy
Teamwork
Teacher Education
Issue Date: 
2017
Citation: 
Walker, Z. M., & Toh, G. Z. (2017). Adopting team-based learning for in-service teachers: A case study. International Journal for the Scholarship of Teaching and Learning, 11(1), Article 6. http://dx.doi.org/10.20429/ijsotl.2017.110106
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.
URI: 
Other Identifiers: 
10.20429/ijsotl.2017.110106
Appears in Collections:Journal Articles

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