Journal article

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

Abstract:: We explore how an online ‘scenario-based learning’ (SBL) intervention is associated with the teaching-related self-efficacy of 1,261 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.

Publication status:: Published

Peer review status:: Peer reviewed

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APA Style

Rushby, J. V., Klassen, R. M., Durksen, T. L., Pfaffel, A., & Bardach, L. (2024). Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy. Teaching and Teacher Education, 154.

MLA Style

Rushby, J. V., et al. “Longitudinal Effects of a Scenario-Based Learning Intervention on Preservice Teacher Self-Efficacy.” Teaching and Teacher Education, vol. 154, Elsevier, 2024.

Chicago Style

Rushby, JV, RM Klassen, TL Durksen, A Pfaffel, and L Bardach. 2024. “Longitudinal Effects of a Scenario-Based Learning Intervention on Preservice Teacher Self-Efficacy.” Teaching and Teacher Education 154.
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Files:: Rushby_et_al_2024_Longitudinal_effects_of.pdf

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Publisher copy:: 10.1016/j.tate.2024.104859

Authors

+ Rushby, JV More by this author

Role:: Author

+ Klassen, RM More by this author

Institution:: University of Oxford
Division:: SSD
Department:: Education
Oxford college:: Harris Manchester College
Role:: Author
ORCID:: 0000-0002-1127-5777

+ Durksen, TL More by this author

Role:: Author

+ Pfaffel, A More by this author

Role:: Author

+ Bardach, L More by this author

Role:: Author

Publisher:: Elsevier
Journal:: Teaching and Teacher Education More from this journal
Volume:: 154
Article number:: 104859
Publication date:: 2024-11-18
Acceptance date:: 2024-11-11
DOI:: 10.1016/j.tate.2024.104859
EISSN:: 1879-2480
ISSN:: 0742-051X

Language:: English
Keywords:: feedback

latent growth curve modelling

FFR

preservice teachers

self-efficacy

reflection

longitudinal research

initial teacher education
Pubs id:: 2058176
Local pid:: pubs:2058176
Deposit date:: 2024-11-12

Terms of use

Copyright holder:: Rushby et al.
Copyright date:: 2024
Rights statement:: © 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

Licence:: CC Attribution (CC BY)

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