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. χ² 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.

中文翻译：

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实践我们的讲授内容：将基于团队的学习融入到职前教学课程中，以改善成果

背景：

先前的研究表明，当教师教育者对他们所倡导的有效教学方法进行建模时，职前教师的理论学习将得到增强。

目的：

这项研究的目的是比较使用基于团队学习（TBL）的课程与采用传统基于演讲的方法的本科学习成果。

方法：

在连续两个学期中，我们招募了参加教育心理学课程的学生（n = 43），主要为该类实验研究的职前教师服务。除期末成绩外，数据来源还包括对在学期开始和结束时管理的论文提示的回答，并对其进行了定性分析和编码。

结果：

独立样本t检验显示，在TBL条件下，对于课程成绩，学生的偏好存在显着差异，但对于期末考试，则没有差异。χ ^2个独立性的测试显示了两个七作文代码显著差异，再次对TBL的。

结论：

这些结果提供了进一步的证据，表明当放在强调协作学习的环境中时，学生表现出更细微的理解和更少的误解。

教学意义：

体验TBL的机会可以为岗前教师提供更好的理论理解，以及将社会建构理论转化为协作学习实践的有效模型。