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The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
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In: Test Series for Scopus Harvesting 2021 (2021)
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Abstract:
In this study we report two studies on the testing of a scenario-based learning (SBL) activity delivered to 191 preservice teachers in the UK and Australia. SBL uses interactive classroom scenarios to enhance the self-efficacy and classroom readiness of preservice teachers. Findings from Study 1 indicated that participants found the activity engaging and useful, with increased self-efficacy and preparedness for teaching placements. Findings from Study 2 revealed that most participants reported higher levels of placement self-efficacy and preparedness. There was a statistically significant intervention effect on emotional classroom readiness, but not on teaching self-efficacy, motivational classroom readiness, or cognitive classroom readiness.
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Keyword:
Classroom readiness; Feedback; Preservice teachers; Reflection; School placements; Self-efficacy; Simulated teaching experience; Teacher training
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URL: https://ro.uow.edu.au/test2021/1611
https://doi.org/10.1016/j.tate.2021.103385
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| 2 |
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers
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In: Test Series for Scopus Harvesting 2021 (2021)
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| 3 |
The Optimistic Self-Efficacy Beliefs of Studentswith Learning Disabilities
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In: Exceptionality Education International (2008)
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