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Journal of Teaching in Social Work Volume 38, 2018 - Issue 2
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Original Articles

Undergraduate Social Work Students’ Perceptions of a Team-Based Learning Approach to Exploring Adult Development

Karen WatkinsSchool of Social Work, Andrew Young School of Policy Studies, Georgia State University, Atlanta, Georgia, USA
,
Nicholas ForgeSchool of Social Work, Andrew Young School of Policy Studies, Georgia State University, Atlanta, Georgia, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-7376-1562
ORCID Icon,
Terri LewinsonSchool of Social Work, Andrew Young School of Policy Studies, Georgia State University, Atlanta, Georgia, USA
,
Brittany GarnerSchool of Social Work, Andrew Young School of Policy Studies, Georgia State University, Atlanta, Georgia, USA
,
Larance D. CarterSchool of Social Work, Andrew Young School of Policy Studies, Georgia State University, Atlanta, Georgia, USA
&
Lindsay GreenwaldSchool of Social Work, Andrew Young School of Policy Studies, Georgia State University, Atlanta, Georgia, USA
Pages 214-234 | Published online: 27 Feb 2018
 
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ABSTRACT

Social work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and interpersonal growth for students. This study explores perspectives of 93 undergraduate social work students regarding the benefits and challenges of using a TBL approach to research adult development. Despite identifying several benefits of this method, including in-depth learning and enhanced relationships, students also experienced significant challenges to working in teams.

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