The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
Publication Name
Teaching and Teacher Education
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.
Open Access Status
This publication may be available as open access
Volume
104
Article Number
103385
Funding Number
647234 SELECTION
Funding Sponsor
European Research Council