The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
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开发和测试基于场景的在线学习活动，为职前教师做好教学实习的准备
DOI：
10.31234/osf.io/sz2xy
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发表时间：
2020
影响因子：
3.9
通讯作者：
Lynn Sheridan
中科院分区：
文献类型：
--
作者：
R. Klassen;Lisa Bardach;Jade V. Rushby;Liz Maxwell;T. Durksen;Lynn Sheridan
在这项研究中，我们报告了两项关于基于场景的学习（SBL）活动的开发和测试的研究，该活动在英国和澳大利亚的191名职前教师中进行。SBL运用互动性的、真实的课堂场景，结合有经验教师的自我反思和反馈，增强职前教师的自我效能感和课堂准备。研究1的结果表明，参与者认为这项活动很有吸引力，也很有用，并报告说，这项活动提高了自我效能感，为教学实习做好了准备。研究2的结果显示，大多数参与者报告了更高水平的安置自我效能和准备。研究2的准实验设计显示，情感课堂准备在统计学上显著增加，但在教学自我效能、动机课堂准备或认知课堂准备方面没有显著增加。我们的结论是，SBL活动可以在准备职前教师校本教学实习中发挥重要作用。
In this study we report two studies on the development and testing of a scenario-based learning (SBL) activity delivered to 191 preservice teachers in the UK and Australia. SBL uses interactive, realistic classroom scenarios, coupled with self-reflection and feedback from experienced teachers to enhance the self-efficacy and classroom readiness of preservice teachers. Findings from Study 1 indicated that participants found the activity engaging and useful, and reported a high level of agreement that the activity 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. A quasi-experimental design in Study 2 revealed statistically significant increases in emotional classroom readiness, but not in teaching self-efficacy, motivational classroom readiness, or cognitive classroom readiness. We conclude that an SBL activity can play an important role in preparing preservice teachers for school-based teaching placements.