Adopting Team-Based Learning for In-Service Teachers: A Case Study

Authors

Zachary M. Walker, National Institute of Education, SingaporeFollow
Toh Guo ZhengFollow
Redante Mendoza
Elise Lee

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.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Walker, Zachary M.; Guo Zheng, Toh; Mendoza, Redante; and Lee, Elise (2017) "Adopting Team-Based Learning for In-Service Teachers: A Case Study," International Journal for the Scholarship of Teaching and Learning: Vol. 11: No. 1, Article 6.
Available at: https://doi.org/10.20429/ijsotl.2017.110106