An Integrated TSPBL-TBL Model for Developing Pre-service Teachers' Textbook Research Competence Through Technology and Progressive Tasks

Abstract

This paper presents an integrated TSPBL-TBL model to overcome the challenges of time constraints, collaborative inefficiency, and limited assessment in the 32-hour "Comparative Analysis of Middle School Mathematics Textbooks" professional extension course for third-year pre-service mathematics teachers. The model seeks to improve instructional efficiency and training outcomes. The model integrates Technology-Supported Project-Based Learning (TSPBL) with Team-Based Learning (TBL). It dissects the complex process of cross-cultural textbook analysis, such as comparing Chinese and American or Chinese and Vietnamese textbooks, into a series of manageable tasks. These tasks are supported by scaffolding tools like literature templates and coding guides and are facilitated through the Chaoxing Smart Teaching Platform. Teams are structured with defined roles, including team leader, literature researcher, data analyst, and presenter, and they follow a four-step decision-making protocol to improve collaboration efficiency. The assessment framework combines formative evaluation methods—such as group tasks, course interactions, and online quizzes—with summative evaluation via final project reports and presentations. Practice has proven that the organic integration of TSPBL and TBL can effectively improve the textbook research competence and pedagogical collaboration capabilities of pre-service teachers. This model can effectively address the implementation challenges of practice-oriented courses and serve as a transferable paradigm for course reform in teacher education.