The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements*

被引：14

作者：

Klassen, Robert M. ^{[1
]}

Rushby, Jade V. ^{[1
]}

Maxwell, Liz ^{[1
]}

Durksen, Tracy L. ^{[2
]}

Sheridan, Lynn ^{[3
]}

Bardach, Lisa ^{[4
]}

机构：

[1] Univ York, York, N Yorkshire, England

[2] Univ New South Wales, Sydney, NSW, Australia

[3] Univ Wollongong, Wollongong, NSW, Australia

[4] Univ Tubingen, Tubingen, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2021年 / 104卷

基金：

欧洲研究理事会;

关键词：

Teacher training; Preservice teachers; School placements; Simulated teaching experience; Self-efficacy; Classroom readiness; Feedback; Reflection; SITUATIONAL JUDGMENT TESTS; SELF-EFFICACY; EXPERIENCES; PRACTICUM; EMOTIONS;

D O I：

10.1016/j.tate.2021.103385

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (c) 2021 Elsevier Ltd. All rights reserved.

引用

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页数：11

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