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.
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页数：11
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