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: Walker, Zachary M.
Toh, Guo Zheng
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: http://hdl.handle.net/10497/18552
Other Identifiers: 10.20429/ijsotl.2017.110106
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