Training English Language Pre-Service Teachers Using a Team Based Learning Approach

Autor/inn/en	Samad, Arshad Abd; Husein, Hawanum; Rashid, Juridah Md; Rahman, Sharifah Zainab Syd Abd
Titel	Training English Language Pre-Service Teachers Using a Team Based Learning Approach
Quelle	In: English Language Teaching, 8 (2015) 1, S.44-51 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Cooperative Learning; Group Dynamics; Preservice Teacher Education; Preservice Teachers; English Teachers; English (Second Language); Teaching Methods; Trainees; Diaries; Content Analysis; Microteaching; Student Teacher Evaluation; Student Teacher Attitudes; Scores; Positive Attitudes; Program Implementation; Questionnaires; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Kooperatives Lernen; Gruppendynamik; Lehramtsstudiengang; Lehrerausbildung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Auszubildender; Weibliche Auszubildende; Diary; Tagebuch; Inhaltsanalyse; Fragebogen
Abstract	Team Based Learning which focuses on enhancing positive group dynamics is a relatively popular instructional approach in several disciplines such as Health Sciences and Business but has yet to gain popularity in Education. This paper examines the use of Team Based Learning in teacher training as well as the receptiveness towards the approach as indicated by a group of Teaching English as a Second Language teacher trainee. The trainees were asked to write diaries regarding their experiences working in a team during a course for a semester which were then collected in three cycles throughout the semester. Entries were analysed in terms of whether there were positive, negative or neutral reference to working in teams. All members of a team were also required to participate in individual micro teaching sessions for which they were evaluated. Findings indicate that Team Based Learning has a potential role in teacher training as positive entries outnumbered negative entries. Additionally, teams with high average micro teaching scores also had more positive diary entries. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01