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

Rob Klassen; Lisa Bardach; Jade Rushby; Liz Maxwell; Tracy Durksen; Lynn Sheridan

doi:10.1016/j.tate.2021.103385

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

Rob Klassen, Lisa Bardach, Jade Rushby, Liz Maxwell, Tracy Durksen, Lynn Sheridan

Education

Research output: Contribution to journal › Article › peer-review

Abstract

In this study we report the development and testing of a scenario-based learning (SBL) activity delivered to 191 preservice teachers in the UK and Australia before the start of a school-based teaching placement. SBL uses interactive, realistic classroom scenarios, coupled with self-reflection and feedback from experienced teachers to enhance the self-efficacy and classroom readiness of preservice teachers. Two studies are presented. Findings from Study 1 (40 preservice teachers from the UK) indicated that participants found the activity engaging and useful, and reported a high level of agreement that the activity increased self-efficacy and preparedness for teaching placements. Findings from Study 2 (151 preservice teachers from Australia) revealed that most participants reported higher levels of placement self-efficacy and preparedness. A quasi-experimental design in Study 2 revealed statistically significant increases in emotional classroom readiness, but not in teaching self-efficacy, motivational classroom readiness, or cognitive classroom readiness. We conclude that an SBL activity can play an important role in preparing preservice teachers for school-based teaching placements.

Original language	English
Article number	103385
Number of pages	11
Journal	Teaching and Teacher Education
Volume	104
Early online date	18 May 2021
DOIs	https://doi.org/10.1016/j.tate.2021.103385
Publication status	Published - 1 Aug 2021

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10.1016/j.tate.2021.103385

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© 2021 Elsevier Ltd. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy.
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Cite this

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title = "The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements",

abstract = "In this study we report the development and testing of a scenario-based learning (SBL) activity delivered to 191 preservice teachers in the UK and Australia before the start of a school-based teaching placement. SBL uses interactive, realistic classroom scenarios, coupled with self-reflection and feedback from experienced teachers to enhance the self-efficacy and classroom readiness of preservice teachers. Two studies are presented. Findings from Study 1 (40 preservice teachers from the UK) indicated that participants found the activity engaging and useful, and reported a high level of agreement that the activity increased self-efficacy and preparedness for teaching placements. Findings from Study 2 (151 preservice teachers from Australia) revealed that most participants reported higher levels of placement self-efficacy and preparedness. A quasi-experimental design in Study 2 revealed statistically significant increases in emotional classroom readiness, but not in teaching self-efficacy, motivational classroom readiness, or cognitive classroom readiness. We conclude that an SBL activity can play an important role in preparing preservice teachers for school-based teaching placements. ",

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