Work

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

Year: 2024

Type: article

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. • Preservice teachers' self-efficacy is dynamic. • A scenario-based learning intervention increased teaching self-efficacy. • Self-efficacy beliefs vary according to self-efficacy sub-domain. • Reflection and feedback influenced confidence for teaching.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2024.104859

Authors: Jade V. Rushby, Robert M. Klassen, Tracy L. Durksen, Andreas Pfaffel, Lisa Bardach

Institutions: UNSW Sydney, University of Oxford, University of Vienna, Justus-Liebig-Universität Gießen

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,770