Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy

IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jade V. Rushby , Robert M. Klassen , Tracy L. Durksen , Andreas Pfaffel , Lisa Bardach
{"title":"Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy","authors":"Jade V. Rushby ,&nbsp;Robert M. Klassen ,&nbsp;Tracy L. Durksen ,&nbsp;Andreas Pfaffel ,&nbsp;Lisa Bardach","doi":"10.1016/j.tate.2024.104859","DOIUrl":null,"url":null,"abstract":"<div><div>We explore how an online ‘scenario-based learning’ (SBL) intervention is associated with the teaching-related self-efficacy of 1261 preservice teachers recruited from an initial teacher education (ITE) program in the UK. Participants completed four 1-hour online sessions involving realistic classroom scenarios and received real-time feedback on their responses. Results showed a positive upward trajectory for self-efficacy with some variation among the self-efficacy subdomains. Results from open-ended responses following the intervention showed how reflection on scenarios and feedback played a role in preservice teachers' self-efficacy. The findings highlight the benefits of providing preservice teachers with low-risk, authentic classroom experiences bolstered by expert feedback and opportunities for reflection.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104859"},"PeriodicalIF":4.0000,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24003925","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

We explore how an online ‘scenario-based learning’ (SBL) intervention is associated with the teaching-related self-efficacy of 1261 preservice teachers recruited from an initial teacher education (ITE) program in the UK. Participants completed four 1-hour online sessions involving realistic classroom scenarios and received real-time feedback on their responses. Results showed a positive upward trajectory for self-efficacy with some variation among the self-efficacy subdomains. Results from open-ended responses following the intervention showed how reflection on scenarios and feedback played a role in preservice teachers' self-efficacy. The findings highlight the benefits of providing preservice teachers with low-risk, authentic classroom experiences bolstered by expert feedback and opportunities for reflection.
情景学习干预对职前教师自我效能感的纵向影响
我们探讨了在线 "情景学习"(SBL)干预如何与 1261 名从英国初始教师教育(ITE)项目中招募的职前教师的教学相关自我效能相关联。参加者完成了四节 1 小时的在线课程,其中涉及真实的课堂情景,并就他们的回答获得了实时反馈。结果显示,自我效能感呈正向上升趋势,但各自我效能感子域之间存在一定差异。干预后的开放式回答结果显示了对情景的反思和反馈对职前教师自我效能感的影响。研究结果凸显了为职前教师提供低风险、真实的课堂体验并辅以专家反馈和反思机会的益处。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Teaching and Teacher Education
Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.50
自引率
12.80%
发文量
294
审稿时长
86 days
期刊介绍: Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信