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.

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Keywords Competence-based education, Teacher teams, Team entitativity, Team learning, Vocational education and training
Persistent URL dx.doi.org/10.1016/j.tate.2016.02.006, hdl.handle.net/1765/81535
Journal Teaching and Teacher Education
Citation
Wijnia, L, Kunst, E.M, van Woerkom, M, & Poell, R.F. (2016). Team learning and its association with the implementation of competence-based education. Teaching and Teacher Education, 56, 115–126. doi:10.1016/j.tate.2016.02.006