| Summary: | 碩士 === 國立臺灣海洋大學 === 教育研究所 === 99 === This case study examined the effect of cooperative team learning on facilitating active learning in a teacher education course at a public university in Taiwan. The research took the form of a case study of seventeen students enrolled in the course of classroom management in 2010. Data were collected from pre-test and post test survey, participant observation and semin-structured interviews with the samples. The participant observations took place in the class,which was two hours per week for a semester of eighteen weeks.
The main findings of this case study are as follows:
1.Blended-learning pedagogy can develop pre-services
teachers’ ability of team learning.
2.Blended-learning pedagogy can develop pre-services
teachers’ interactive relations.
3.Team learning can facilitate active learning among pre-
service teachers.
4.Team learning can develop self-expression among pre-
service teachers.
5.Team learning can enhance pre-service teachers’ self-
confidence.
6.Active learning can help pre-service teachers develop
their ability for self criticism and reflection.
7.Female pre-service teachers and those of college levels
show better team learning abilities.
8.Female pre-service teachers and those of college levels
show better active learning abilities.
9.Pre-service teachers consider that team learning can
facilitate active learning, and vice versa.
10.The obstacles of team learning include team members’
attitudes,common time, and the use of multiple ways of
communication.
11.The interaction between teacher and pre-services’
students, such as the dialogue, and the freeback from
the teacher, greatly improve pre-service teachers’
learning outcome.
Key words :Teacher Education Courses, Pre-services
teachers, team learning, active learning
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