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

TY - JOUR

T1 - The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements

AU - Klassen, Rob

AU - Bardach, Lisa

AU - Rushby, Jade

AU - Maxwell, Liz

AU - Durksen, Tracy

AU - Sheridan, Lynn

N1 - © 2021 Elsevier Ltd. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy.

PY - 2021/8/1

Y1 - 2021/8/1

N2 - 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.

AB - 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.

U2 - 10.1016/j.tate.2021.103385

DO - 10.1016/j.tate.2021.103385

M3 - Article

SN - 0742-051X

VL - 104

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 103385

ER -