Journal | Teaching and Teacher Education |
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Date | Submitted - 4 Aug 2020 |
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Date | Accepted/In press - 3 May 2021 |
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Date | E-pub ahead of print - 18 May 2021 |
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Date | Published (current) - 1 Aug 2021 |
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Volume | 104 |
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Number of pages | 11 |
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Early online date | 18/05/21 |
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Original language | English |
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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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