The quality of the training of pre-service teachers has been an essential concern of the public, especially where elementary education has been emphasised as one of the most essential departments in basic education. In this study, pre-service teachers are undergraduate students preparing to work as ...
The quality of the training of pre-service teachers has been an essential concern of the public, especially where elementary education has been emphasised as one of the most essential departments in basic education. In this study, pre-service teachers are undergraduate students preparing to work as teachers in China who participate in a series of courses and attend college to gain knowledge and develop skills. Therefore, the quality of the course determines the quality of their development and the teaching model applied to the implementation of the course. The courses are one of the essential factors that determine the quality of education. In this context, as an alternative, TBL has been proven by numerous experiments to be effective in cultivating students' communication and cooperation skills and critical thinking. It is applied according to students’ learning stages and utilized by academia in many countries. In China, relative institutions have gradually attempted to apply TBL to the course of pre-service teachers, but the cases and research remain insignificant. In this situation, this study developed a TBL course for pre-service teachers in China and analysed its effects from three aspects, i.e. cooperation skills, communication skills, and critical thinking.
Therefore, this study first drafted a TBL course to be applied to university classes based on various TBL models through literature review. Second, a class execution plan was made by elaborating the TBL course derived based on expert interviews. Third, 88 elementary Chinese education undergraduate students in China were divided into an experimental group and a control group to verify the effectiveness of the developed TBL course. TBL models were conducted for the 45 students in the experimental group while the teacher-centred model was conducted for the 43 students in the control group. After 10 weeks of class, data were collected and analysed through quantitative research techniques.
The results of this study are as follows. First, this study developed a TBL model course which comprises the course start, the course middle, and the course end. The main step in starting the course is orientation, and the middle of the course comprises two parts, i.e. the TBL model and peer evaluation, the former being the most essential. The main bullet points of pre-class are readings and preparation. The TBL model comprises seven steps in class, i.e. reporting, evaluation, introduction, team discussion, simultaneous reporting, class discussion, and summary which is the end of the course. The above-mentioned is a complete and systematic TBL course. Second, after the application of the developed TBL, it was proven that TBL could effectively improve the collaboration skills, communication skills, and critical thinking of pre-service teachers.
Therefore, this study would provide a theoretical and practical basis for the development and promotion of the TBL course and an effective teaching course for pre-service teachers.
The quality of the training of pre-service teachers has been an essential concern of the public, especially where elementary education has been emphasised as one of the most essential departments in basic education. In this study, pre-service teachers are undergraduate students preparing to work as teachers in China who participate in a series of courses and attend college to gain knowledge and develop skills. Therefore, the quality of the course determines the quality of their development and the teaching model applied to the implementation of the course. The courses are one of the essential factors that determine the quality of education. In this context, as an alternative, TBL has been proven by numerous experiments to be effective in cultivating students' communication and cooperation skills and critical thinking. It is applied according to students’ learning stages and utilized by academia in many countries. In China, relative institutions have gradually attempted to apply TBL to the course of pre-service teachers, but the cases and research remain insignificant. In this situation, this study developed a TBL course for pre-service teachers in China and analysed its effects from three aspects, i.e. cooperation skills, communication skills, and critical thinking.
Therefore, this study first drafted a TBL course to be applied to university classes based on various TBL models through literature review. Second, a class execution plan was made by elaborating the TBL course derived based on expert interviews. Third, 88 elementary Chinese education undergraduate students in China were divided into an experimental group and a control group to verify the effectiveness of the developed TBL course. TBL models were conducted for the 45 students in the experimental group while the teacher-centred model was conducted for the 43 students in the control group. After 10 weeks of class, data were collected and analysed through quantitative research techniques.
The results of this study are as follows. First, this study developed a TBL model course which comprises the course start, the course middle, and the course end. The main step in starting the course is orientation, and the middle of the course comprises two parts, i.e. the TBL model and peer evaluation, the former being the most essential. The main bullet points of pre-class are readings and preparation. The TBL model comprises seven steps in class, i.e. reporting, evaluation, introduction, team discussion, simultaneous reporting, class discussion, and summary which is the end of the course. The above-mentioned is a complete and systematic TBL course. Second, after the application of the developed TBL, it was proven that TBL could effectively improve the collaboration skills, communication skills, and critical thinking of pre-service teachers.
Therefore, this study would provide a theoretical and practical basis for the development and promotion of the TBL course and an effective teaching course for pre-service teachers.
Keyword
#Team-based Learning Pre-service teacher Collaboration skillss communication skillss critical thinking
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