Exploring the Effects of Team-Based Learning in a Preservice Reading Methods Course

Authors

Lauren R. Brannan, University of South AlabamaFollow
Hannah D. Szatkowski, University of South AlabamaFollow

Abstract

Teacher educators are tasked with preparing preservice teachers with both the content and pedagogical knowledge and skills to teach children to read. In this study we investigated the use of team-based learning (TBL) in a reading methods course as a framework for improving student learning outcomes. TBL is an instructional approach that has been used across a variety of fields in higher education but has only recently made its way into teacher preparation programs. Using mixed methods, we compared TBL to the traditional lecture to explore whether participation in TBL affected preservice elementary teachers’ level of preparation for class, achievement of learning outcomes, and perceptions of TBL. Results showed no statistically significant differences in preparation or learning outcomes. Overall, preservice teachers reported that they liked several TBL components. Further research is required to determine whether TBL has an impact on learning outcomes after a longer period of implementation, over time, and/or on teaching behaviors.

Creative Commons License

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

Recommended Citation

Brannan, Lauren R. and Szatkowski, Hannah D. (2022) "Exploring the Effects of Team-Based Learning in a Preservice Reading Methods Course," International Journal for the Scholarship of Teaching and Learning: Vol. 16: No. 3, Article 8.
Available at: https://doi.org/10.20429/ijsotl.2022.160308