Team learning and its association with the implementation of competence-based education

L. Wijnia; E.M. Kunst; M. van Woerkom; R.F. Poell

doi:10.1016/j.tate.2016.02.006

Team learning and its association with the implementation of competence-based education

L. Wijnia
, E.M. Kunst
, M. van Woerkom
, R.F. Poell

Human Resource Studies

Research output: Contribution to journal › Article › Scientific › peer-review

33 Citations (Scopus)

Abstract

Competence-based education (CBE) is the leading paradigm for education reform of Vocational Education and Training in European countries. This study addresses the association of collective team identification, task interdependence, team learning, and team size, with the implementation of CBE (N = 1008 teachers, 93 teams). Information processing in teams was positively associated with the implementation of CBE. Furthermore, trends revealed that information storage and retrieval, task interdependence, and smaller team sizes were associated with less disagreement within the team about the CBE-level of the educational program. These results provide further insight into the importance of team learning for education reform.
Keywords: Competence-based education, Team learning, Teacher teams, Team entitativity, Vocational education and training

Original language	English
Pages (from-to)	115–126
Journal	Teaching and Teacher Education: An international journal of Research and Studies
Volume	56
DOIs	https://doi.org/10.1016/j.tate.2016.02.006
Publication status	Published - 2016

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Access to Document

10.1016/j.tate.2016.02.006

Cite this

@article{db9ec80062454b6ab3fa99ba3153eaa4,

title = "Team learning and its association with the implementation of competence-based education",

abstract = "Competence-based education (CBE) is the leading paradigm for education reform of Vocational Education and Training in European countries. This study addresses the association of collective team identification, task interdependence, team learning, and team size, with the implementation of CBE (N = 1008 teachers, 93 teams). Information processing in teams was positively associated with the implementation of CBE. Furthermore, trends revealed that information storage and retrieval, task interdependence, and smaller team sizes were associated with less disagreement within the team about the CBE-level of the educational program. These results provide further insight into the importance of team learning for education reform. Keywords: Competence-based education, Team learning, Teacher teams, Team entitativity, Vocational education and training",

author = "L. Wijnia and E.M. Kunst and \{van Woerkom\}, M. and R.F. Poell",

year = "2016",

doi = "10.1016/j.tate.2016.02.006",

language = "English",

volume = "56",

pages = "115–126",

journal = "Teaching and Teacher Education: An international journal of Research and Studies",

issn = "0742-051X",

publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Team learning and its association with the implementation of competence-based education

AU - Wijnia, L.

AU - Kunst, E.M.

AU - van Woerkom, M.

AU - Poell, R.F.

PY - 2016

Y1 - 2016

N2 - Competence-based education (CBE) is the leading paradigm for education reform of Vocational Education and Training in European countries. This study addresses the association of collective team identification, task interdependence, team learning, and team size, with the implementation of CBE (N = 1008 teachers, 93 teams). Information processing in teams was positively associated with the implementation of CBE. Furthermore, trends revealed that information storage and retrieval, task interdependence, and smaller team sizes were associated with less disagreement within the team about the CBE-level of the educational program. These results provide further insight into the importance of team learning for education reform. Keywords: Competence-based education, Team learning, Teacher teams, Team entitativity, Vocational education and training

AB - Competence-based education (CBE) is the leading paradigm for education reform of Vocational Education and Training in European countries. This study addresses the association of collective team identification, task interdependence, team learning, and team size, with the implementation of CBE (N = 1008 teachers, 93 teams). Information processing in teams was positively associated with the implementation of CBE. Furthermore, trends revealed that information storage and retrieval, task interdependence, and smaller team sizes were associated with less disagreement within the team about the CBE-level of the educational program. These results provide further insight into the importance of team learning for education reform. Keywords: Competence-based education, Team learning, Teacher teams, Team entitativity, Vocational education and training

U2 - 10.1016/j.tate.2016.02.006

DO - 10.1016/j.tate.2016.02.006

M3 - Article

SN - 0742-051X

VL - 56

SP - 115

EP - 126

JO - Teaching and Teacher Education: An international journal of Research and Studies

JF - Teaching and Teacher Education: An international journal of Research and Studies

ER -

Team learning and its association with the implementation of competence-based education

Abstract

UN SDGs

Access to Document

Fingerprint

Cite this