Bardach, Lisa, Klassen, Rob orcid.org/0000-0002-1127-5777, Durksen, Tracy et al. (2 more authors) (2021) The Power of Feedback and Reflection:Testing an online scenario-based learning intervention for student teachers. Computers & education. 104194. ISSN 0360-1315
Abstract
This study aimed to test whether an online scenario-based learning activity increases student teachers’ self-efficacy and emotional, motivational, and cognitive classroom readiness before they start their first teaching practicum. Specifically, we explored whether the effectiveness of the intervention depends on the inclusion of expert teacher feedback and the opportunity to reflect on the scenarios. A total of 238 Australian student teachers (64.3% females, mean age = 23.84 years, SD= 6.64) participated in the study. The student teachers were randomly assigned to one of three experimental conditions: waiting-control group (scenario-based learning activity), intervention group 1 (scenario-based learning activity, feedback) and intervention group 2 (scenario-based learning, feedback, reflection). The findings from a path model indicated that both intervention types significantly enhanced cognitive classroom readiness. A significant effect on self-efficacy was found for intervention group 2. Overall, our research demonstrates the potential of an easy-to-implement online intervention in enhancing self-efficacy and classroom readiness.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2021 Elsevier Ltd. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 22 Mar 2021 12:40 |
Last Modified: | 16 Oct 2024 16:37 |
Published Version: | https://doi.org/10.1016/j.compedu.2021.104194 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1016/j.compedu.2021.104194 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:160983 |
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Description: TSP Working paper SBL1
Filename: Bardach_Klassen_et_al_2021_Computers_Education_accepted_version.pdf
Description: Bardach Klassen et al 2021 Computers & Education_accepted version
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