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

Published on Aug 1, 2021in Teaching and Teacher Education
· DOI :10.1016/J.TATE.2021.103385
Robert M. Klassen44
Estimated H-index: 44
(Ebor: University of York),
Jade V. Rushby2
Estimated H-index: 2
(Ebor: University of York)
+ 3 AuthorsLisa Bardach9
Estimated H-index: 9
(University of Tübingen)
Sources
Abstract
Abstract In this study we report two studies on the testing of a scenario-based learning (SBL) activity delivered to 191 preservice teachers in the UK and Australia. SBL uses interactive classroom scenarios to enhance the self-efficacy and classroom readiness of preservice teachers. Findings from Study 1 indicated that participants found the activity engaging and useful, with increased self-efficacy and preparedness for teaching placements. Findings from Study 2 revealed that most participants reported higher levels of placement self-efficacy and preparedness. There was a statistically significant intervention effect on emotional classroom readiness, but not on teaching self-efficacy, motivational classroom readiness, or cognitive classroom readiness.
References41
Newest
#1Lisa Bardach (University of Tübingen)H-Index: 9
#2Robert M. Klassen (Ebor: University of York)H-Index: 44
Last. Lynn D Sheridan (UOW: University of Wollongong)H-Index: 5
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Abstract Advances in research on educational technologies and increasing access to computers offer teacher education providers numerous tools and opportunities for supporting student teachers. However, systematic investigations of online interventions using complex classroom scenarios (scenario-based learning activities) are currently lacking. This study tested whether an online scenario-based learning activity has a positive impact on student teachers’ self-efficacy and emotional, motivational,...
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#1Christopher Neil Prilop (Lüneburg University)H-Index: 3
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Abstract This study investigates the effects of online video analysis, enhanced by online expert feedback, on preservice teachers’ professional vision of classroom management (PVCM). Preservice teachers composed analyses on videos of other teachers concerning classroom management facets (monitoring/managing momentum/rules and routines). While the control group only analyzed the videos online, the intervention group additionally received online expert feedback on their analyses. The results show ...
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#1Craig M. ReddockH-Index: 4
#2Elena M. Auer (UMN: University of Minnesota)H-Index: 1
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Branched situational judgment tests (BSJTs) are an increasingly common employee selection method, yet there is no theory and very little empirical work explaining the designs and impacts of branching. To encourage additional research on BSJTs, and to provide practitioners with a common language to describe their current and future practices, we sought to develop a theory of BSTJs.,Given the absence of theory on branching, we utilized a ground theory qualitative research design, conducting interv...
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#1Robert M. Klassen (Ebor: University of York)H-Index: 44
#2Lisa E. Kim (Ebor: University of York)H-Index: 11
Last. Lisa Bardach (Ebor: University of York)H-Index: 9
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Abstract Identifying the best possible candidates for initial teacher education (ITE) programs is one of the first steps in building a strong teacher workforce. We report three phases of development and testing of a contextualized teaching-focused situational judgment test (SJT) designed to screen applicants at a large and competitive ITE program in the U.K. Results showed that the SJT was a reliable and predictive tool that enhanced existing screening methods. We suggest that using state-of-the...
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#1Junjun Chen (Jilin Normal University)H-Index: 10
This study will examine the relationship between pre-service teachers’ efficacy, emotion, and practicum performance score. A sample of 963 pre-service teachers was approached from four universities in China. This study used two self-reported instruments (The Teachers’ Sense of Efficacy Scale and the Teacher Emotion Inventory) and the participants’ practicum performance scores to test the relationship. Data were dealt using exploratory factor analysis, confirmatory factor analysis, and structural...
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#1Kira Elena Weber (Lüneburg University)H-Index: 5
#2Bernadette Gold (University of Erfurt)H-Index: 2
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Abstract We examined pre-service teachers' professional vision of classroom management (PVCM) before and after their first teaching practicum. Using a standardised, video-based test to measure PVCM, we compared two online- and video-based self-reflection and feedback approaches (IGs) with a conventional coaching and internship supervision (CG). Members of the first IG received video-based peer feedback, whereas members of the second IG received additional expert feedback. Results of the pre–post...
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#1Cody B. CoxH-Index: 11
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Purpose Situational judgment tests (SJTs) are widely used in personnel selection but have not been empirically explored as methods of training design. The purpose of this paper is to evaluate SJT-based training as a workplace training design method which utilizes active learning and structured feedback to enhance learning of both procedural and declarative knowledge. Design/methodology/approach Volunteers (n=416) were randomly assigned to full-length lecture-based training or abbreviated lecture...
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#1Ellen Larsen (University of Southern Queensland)H-Index: 2
#1Ellen Larsen (University of Southern Queensland)H-Index: 1
The transition across boundaries from initial teacher education (ITE) to professional practice has been well documented as complex. Despite this challenge, novice teachers are responsible for providing quality teaching and learning experiences immediately upon entering into professional practice. In response, policy discussion around the “classroom readiness” of graduate teachers has become prominent. The 2014 Teacher Education Ministerial Advisory Group’s (TEMAG) federally commissioned report i...
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#1Robert M. Klassen (Ebor: University of York)H-Index: 44
#2Tracy L. Durksen (UNSW: University of New South Wales)H-Index: 12
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The purpose of this article is to report on the development of a proof-of-concept situational judgment test (SJT) to assist in the selection of candidates for primary teacher education (ITE) programs. Nine development steps involving practising teachers, teacher educators, and applicants to ITE programs were carried out to establish target attributes and to develop content for the test. The results from administering the test to 124 primary ITE candidates showed a near-normal distribution, high ...
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Strong communication skills, in varied professional settings, have become an absolute necessity for young professionals. Therefore, university educators are challenged to provide novice specialists with the effective foreign language training that could bring the real professional world into the classroom. This study suggests an innovative method for teaching communication skills to students, through the use of real-life scenarios, drawn from the professional context. The core objective of the r...
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#1Lisa Bardach (University of Tübingen)H-Index: 9
#2Robert M. Klassen (Ebor: University of York)H-Index: 44
Last. Lynn D Sheridan (UOW: University of Wollongong)H-Index: 5
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Abstract Advances in research on educational technologies and increasing access to computers offer teacher education providers numerous tools and opportunities for supporting student teachers. However, systematic investigations of online interventions using complex classroom scenarios (scenario-based learning activities) are currently lacking. This study tested whether an online scenario-based learning activity has a positive impact on student teachers’ self-efficacy and emotional, motivational,...
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