The Effects of Team-Based Learning in a Children’s Literature Course on Pre-Service Early Childhood Teacher’s Self-Directed Learning and Teaching Efficacy
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This study explored team-based learning (TBL) in a children’s literature course for pre-service early childhood education teachers and investigated the effects of TBL on self-directed learning and teaching efficacy of future early childhood teachers. Participants of this study included thirty one junior year students registered in a children’s literature course from four-year-university. Self-directed learning readiness scale by Fisher, King and Tague (2001) and teaching efficacy scale by Riggs and Enoch(1990) were utilized. Four cycles of TBL for 10 weeks were carried out (Park, 2015) with four themes of TBL. Each team maintained five to six students throughout four TBL cycles. Collected data were analyzed with SPSS 23 package in order to calculate the means, SDs and the mean differences between the pre- and post- of the self-directed learning readiness and the teaching efficacy scales. The paired t-tests were carried out and the analysis revealed significant differences between the pre- and post-tests of self-directed learning and teaching efficacy of future early childhood teachers. The implication is discussed in the need of change for teaching and learning practice for future early childhood teachers.
Abstract
This study explored team-based learning (TBL) in a children’s literature course for pre-service early childhood education teachers and investigated the effects of TBL on self-directed learning and teaching efficacy of future early childhood teachers. Participants of this study included thirty one junior year students registered in a children’s literature course from four-year-university. Self-directed learning readiness scale by Fisher, King and Tague (2001) and teaching efficacy scale by Riggs and Enoch(1990) were utilized. Four cycles of TBL for 10 weeks were carried out (Park, 2015) with four themes of TBL. Each team maintained five to six students throughout four TBL cycles. Collected data were analyzed with SPSS 23 package in order to calculate the means, SDs and the mean differences between the pre- and post- of the self-directed learning readiness and the teaching efficacy scales. The paired t-tests were carried out and the analysis revealed significant differences between the pre- and post-tests of self-directed learning and teaching efficacy of future early childhood teachers. The implication is discussed in the need of change for teaching and learning practice for future early childhood teachers.
참고문헌 (20)
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