Practicing What We Preach: Incorporating Team-Based Learning into the Pre-Service Teaching Curriculum for Improved Outcomes

Autor/inn/en	Vogler, Jane S.; Fu, Jun; Finney, Emily A.
Titel	Practicing What We Preach: Incorporating Team-Based Learning into the Pre-Service Teaching Curriculum for Improved Outcomes
Quelle	In: Teaching of Psychology, 48 (2021) 2, S.155-164 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628320977272
Schlagwörter	Teamwork; Cooperative Learning; Preservice Teachers; Teacher Education Curriculum; Educational Psychology; Elementary Education; Outcomes of Education; Instructional Effectiveness; Concept Formation; Undergraduate Students; Grades (Scholastic); Constructivism (Learning) + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Erziehungspsychologie; Pädagogische Psychologie; Elementarunterricht; Lernleistung; Schulerfolg; Unterrichtserfolg; Concept learning; Begriffsbildung; Notenspiegel
Abstract	Background: Prior research has shown that pre-service teachers' learning of theory is enhanced when teacher educators model the instructional approaches that they advocate as effective. Objective: The purpose of this study was to compare undergraduate learning outcomes in a course using Team-based Learning (TBL) with those in a traditional, lecture-based approach. Method: Occurring across two consecutive semesters, we recruited students (n = 43) enrolled in an educational psychology course serving primarily pre-service teachers for this quasi-experimental study. In addition to final grades, data sources included responses to essay prompts administered at the beginning and end of the semester, which were qualitatively analyzed and coded. Results: Independent samples t-tests showed significant differences in favor of students in the TBL condition for course grades, but not on the final exam. X[superscript 2] tests of independence revealed significant differences for two of the seven essay codes, again in favor of TBL. Conclusion: These results provide further evidence that when placed in a context that emphasizes collaborative learning, students demonstrate more nuanced understanding and fewer misconceptions. Teaching Implications: The opportunity to experience TBL may provide pre-service teachers with better theoretical understanding and an effective model for translating socio-constructive theory into collaborative learning practices. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01