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From the same journal

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

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The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements. / Klassen, Rob; Bardach, Lisa; Rushby, Jade; Maxwell, Liz; Durksen, Tracy; Sheridan, Lynn.

In: Teaching and Teacher Education, Vol. 104, 103385, 01.08.2021.

Research output: Contribution to journalArticlepeer-review

Harvard

Klassen, R, Bardach, L, Rushby, J, Maxwell, L, Durksen, T & Sheridan, L 2021, 'The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements', Teaching and Teacher Education, vol. 104, 103385. https://doi.org/10.1016/j.tate.2021.103385

APA

Klassen, R., Bardach, L., Rushby, J., Maxwell, L., Durksen, T., & Sheridan, L. (2021). The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements. Teaching and Teacher Education, 104, [103385]. https://doi.org/10.1016/j.tate.2021.103385

Vancouver

Klassen R, Bardach L, Rushby J, Maxwell L, Durksen T, Sheridan L. The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements. Teaching and Teacher Education. 2021 Aug 1;104. 103385. https://doi.org/10.1016/j.tate.2021.103385

Author

Klassen, Rob ; Bardach, Lisa ; Rushby, Jade ; Maxwell, Liz ; Durksen, Tracy ; Sheridan, Lynn. / The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements. In: Teaching and Teacher Education. 2021 ; Vol. 104.

Bibtex - Download

@article{b6f5f16df12e493dbefbf8a959fd3b83,
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. ",
author = "Rob Klassen and Lisa Bardach and Jade Rushby and Liz Maxwell and Tracy Durksen and Lynn Sheridan",
note = "{\textcopyright} 2021 Elsevier Ltd. This is an author-produced version of the published paper. Uploaded in accordance with the publisher{\textquoteright}s self-archiving policy.",
year = "2021",
month = aug,
day = "1",
doi = "10.1016/j.tate.2021.103385",
language = "English",
volume = "104",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Elsevier Limited",

}

RIS (suitable for import to EndNote) - Download

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

VL - 104

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

M1 - 103385

ER -