An Examination of Pre-Service Teachers' Interpersonal Dispositions in the Readiness Assurance Stage of Team-Based Learning

Autor/inn/en	Zha, Shenghua; Moore, Pamela; Browning, Brandon; Fetner, Jennifer; Ortiz, Yolany Lagos
Titel	An Examination of Pre-Service Teachers' Interpersonal Dispositions in the Readiness Assurance Stage of Team-Based Learning
Quelle	In: Action in Teacher Education, 43 (2021) 1, S.4-19 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1694600
Schlagwörter	Preservice Teachers; Interpersonal Communication; Readiness; Cooperative Learning; Accountability; Student Behavior; Electronic Learning; Cognitive Style; Social Behavior + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Kooperatives Lernen; Verantwortung; Student behaviour; Schülerverhalten; Cognitive styles; Kognitiver Stil; Social behaviour; Soziales Verhalten
Abstract	Team-based learning (TBL) is a type of small-group collaborative learning that promotes students' accountability and intellectual growth. The readiness assurance stage of TBL, though having a great potential of addressing the widespread course preparation problem, has not been given enough attention. This study aimed to examine the effectiveness of the readiness assurance stage in online and on-campus TBL and to enhance our understanding of how pre-service teachers' interpersonal dispositions affected their learning in both environments. Results of the mixed-method study showed that both online and on-campus modes were effective in improving pre-service teachers' understanding and applying pedagogies in teaching. Students' conceptual understanding of pedagogies was positively associated with their learning behavior and negatively affected by the conformity in online TBL. However, none of the interpersonal dispositions were found to significantly affect pre-service teachers' application of pedagogies in online TBL. Likewise, those interpersonal dispositions did not significantly affect pre-service teachers' understanding and applying pedagogies in on-campus TBL. Based on these results, we offer suggestions for educators and researchers who are interested in implementing or examining TBL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01