Journal article
Can an online scenario-based learning intervention influence preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession?
- Abstract:
- The purpose of this article is to explore how a brief, scalable, online scenario-based learning (SBL) intervention influences preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession. A sample of 1,513 preservice teachers from a large undergraduate teacher education programme in Australia was recruited over two years to complete three SBL sessions (with four measurement points) over the course of three weeks. We conducted a series of latent change analyses to explore the patterns of change over time, with covariates including year in ITE programme, prospective teaching level, and sex. Results showed that self-efficacy, teaching commitment, and perceived fit with the profession increased after the initial SBL session, and the effect was maintained for self-efficacy and perceived fit, but not for teaching commitment. Implications for practice and further research are discussed.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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(Preview, Version of record, pdf, 2.0MB, Terms of use)
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- Publisher copy:
- 10.1016/j.compedu.2023.104935
Authors
- Publisher:
- Elsevier
- Journal:
- Computers & Education More from this journal
- Volume:
- 207
- Article number:
- 104935
- Publication date:
- 2023-09-28
- Acceptance date:
- 2023-08-24
- DOI:
- EISSN:
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1873-782X
- ISSN:
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0360-1315
- Language:
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English
- Keywords:
- Pubs id:
-
1565924
- Local pid:
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pubs:1565924
- Deposit date:
-
2023-12-08
Terms of use
- Copyright holder:
- Klassen et al.
- Copyright date:
- 2023
- Rights statement:
- © 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license.
- Notes:
- AbstractThe purpose of this article is to explore how a brief, scalable, online scenario-based learning (SBL) intervention influences preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession. A sample of 1,513 preservice teachers from a large undergraduate teacher education programme in Australia was recruited over two years to complete three SBL sessions (with four measurement points) over the course of three weeks. We conducted a series of latent change analyses to explore the patterns of change over time, with covariates including year in ITE programme, prospective teaching level, and sex. Results showed that self-efficacy, teaching commitment, and perceived fit with the profession increased after the initial SBL session, and the effect was maintained for self-efficacy and perceived fit, but not for teaching commitment. Implications for practice and further research are discussed.
- Licence:
- CC Attribution (CC BY)
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