Klassen, Rob orcid.org/0000-0002-1127-5777, Wang, Hui and Rushby, Jade V. (2023) Can an online scenario-based learning intervention influence preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession? Computers & education. 104935. ISSN 0360-1315
Abstract
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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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: | 02 Oct 2023 09:00 |
Last Modified: | 03 Dec 2024 11:05 |
Published Version: | https://doi.org/10.1016/j.compedu.2023.104935 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1016/j.compedu.2023.104935 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:203839 |
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