The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers
Section snippets
Self-efficacy and multi-dimensional classroom readiness
Student teachers need numerous skills and profound knowledge in multiple areas, such as content knowledge and pedagogical content knowledge (Kunter, Kleickmann, Klusmann, & Richter, 2013) to succeed in the practicum and as practicing teachers. However, from a socio-cognitive perspective (Bandura, 1997), it also seems necessary that they themselves are convinced that they can be successful as teachers, i.e., possess sufficiently high levels of teaching self-efficacy (e.g., Chesnut & Burley, 2015
Online scenario-based learning activities
Scenario-based learning (SBL), also known as case-based learning or problem-based learning (e.g., Errington, 2011; Smith & Ragan, 2005), represents a promising approach to prepare student teachers for the practicum and to boost their self-efficacy and classroom readiness. SBL relies on principles of situated learning theory (e.g., Lave & Wenger, 1991) and situated cognition (e.g., Brown, Collins, & Duguid, 1989), stating that learning is maximized if it can be embedded in situations that mirror
Participants
The sample analyzed in this study consisted of 238 Australian student teachers. They were randomly assigned to three groups: 86 in the control group (SBL only), 76 in intervention group 1 (SBL and feedback), and 76 in intervention group 2 (SBL and feedback and reflection). The participating student teachers were on average 23.84 years old (SD = 6.64, ranging from 18 to 56 years) and 64.3% identified as females. The majority of the participants were recruited from two university-based teacher
Descriptive data
There were no significant differences between the three groups with respect to any of the socio-demographic variables assessed prior to the SBL learning activity (see Table 1). Table 2 shows correlations among all variables separately for the three groups. With regard to the outcome self-efficacy, the following means scores (and standard deviations) were observed for the three groups: M = 4.66 (SD = 0.68) for the control group (SBL only), M = 4.70 (SD = 0.60) for intervention group 1 (SBL and
Discussion
The main goal of the present study was to test different components of a brief and easy-to-implement online intervention aiming to increase student teachers’ self-efficacy and classroom readiness and thus, to contribute to their practicum preparation. We therefore adopted an intervention design with random assignment to three conditions—a control group working on scenario-based content without feedback and reflection, and two intervention groups working on scenario-based content with feedback
Authors contributions
LB: Conceptualization; Formal Analysis; Methodology; Writing: Original draft, Writing: review and editing RK: Conceptualization; Writing: Original draft; Writing: review and editing; Methodology; Funding Acquisition; Supervision TD: Writing: Original draft; Writing: review and editing; Investigation; Project Administration JR: Writing: Original draft; Writing: review and editing; Project Administration KB: Writing: Original draft; Writing: review and editing; Investigation; Project
Acknowledgements
Funding for this research was provided by the European Research Council (grant #647234 SELECTION).
References (101)
- et al.
Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis
Educational Research Review
(2015) - et al.
The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students?
Computers & Education
(2012) - et al.
Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self
Teaching and Teacher Education
(2008) - et al.
From moodle to facebook: Exploring students’ motivation and experiences in online communities
Computers & Education
(2013) - et al.
Measuring teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)
Contemporary Educational Psychology
(2016) - et al.
Judging teacher candidates’ readiness to teach
Teaching and Teacher Education
(2013) - et al.
Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum
International Journal of Educational Research
(2016) - et al.
Weekly self-efficacy and work stress during the final teaching practicum: A mixed methods study
Learning and Instruction
(2014) - et al.
Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis
Educational Research Review
(2014) - et al.
Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study
Teaching and Teacher Education
(2016)
How digital reflection and feedback environments contribute to pre-service teachers’ beliefs during a teaching practicum
Studies in Educational Evaluation
Effects of digital video-based feedback environments on pre-service teachers’ feedback competence
Computers in Human Behavior
The influence of video analysis on the process of teacher change
Teaching and Teacher Education
Teacher efficacy: Capturing an elusive construct
Teaching and Teacher Education
Reflective learning with complex problems in a visualization-based learning environment with expert support
Computers in Human Behavior
Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention
Teaching and Teacher Education
Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support
Learning, Culture and Social Interaction
The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence
Journal of Asynchronous Learning Networks
Classroom management self-efficacy and burnout: A multivariate meta-analysis
Educational Psychology Review
Toward a theory of online learning
Design evaluation of a simulation for teacher education
Sage Open
The explanatory and predictive scope of self-efficacy theory
Journal of Social and Clinical Psychology
Self-efficacy: The exercise of control
Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals
Journal of Educational Psychology
Using video-based situational judgment tests for teacher selection: A quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions
European Journal of Work and Organizational Psychology
Scoring situational judgment tests: Once you get the data, your troubles begin
Towards sustaining levels of reflective learning: How do transformational leadership, task interdependence, and self-efficacy shape teacher learning in schools?
Societies
Predictive validity of a competence-based admission test - Mentors’ assessment of student teachers’ occupational aptitude
Assessment & Evaluation in Higher Education
Situated cognition and the culture of learning
Educational Researcher
Rethinking field experience: Partnership teaching versus single-placement teaching
Journal of Teacher Education
Efficacious and positive teachers achieve more: Examining the relationship between teacher efficacy, emotions, and their practicum performance
The Asia-Pacific Education Researcher
SimSchool: An online dynamic simulator for enhancing teacher preparation
International Journal of Learning Technology
Statistical power analysis for the behavioral sciences
Scaffolding student reflection for experience-based learning: A framework
Teaching in Higher Education
Using situational judgment tests (SJTs) in training
Personnel Review
Action now: Classroom ready teachers
Supporting pre‐service teachers’ motivation beliefs and approaches to instruction through an online intervention
British Journal of Educational Psychology
Developing and assessing beginning teacher effectiveness: The potential of performance assessments
Educational Assessment, Evaluation and Accountability
Bridging the theory-practice gap in teacher education: The design and construction of simulation-based learning environments
How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process
The potential of simulated environments in teacher education: current and future possibilities
Teacher Education and Special Education
“I had no idea”: Clinical simulations for teacher development
Mission possible: Using near-world scenarios to prepare graduates for the professions
International Journal of Teaching and Learning in Higher Education
Teacher emotions
Teachers’ reflections on their reform-based teaching in mathematics: Implications for the development of teacher self-efficacy
Action in Teacher Education
Does your assessment support your students’ learning?
Journal of Teaching and Learning in Higher Education
Teacher preparation program redesign: Problem-based learning and teacher candidate self-efficacy
Integrating web-delivered problem-based learning scenarios to the curriculum
Active Learning in Higher Education
How teachers learn and develop
Cited by (30)
Supporting the monitoring of the digital capacity of schools through optimal shortening of the SELFIE tool
2024, Computers and EducationEnhancement of efficiency of the training process with the use of digital technologies
2023, Education for Chemical EngineersUnderstanding student teachers’ reflective thinking using epistemic network analysis and fine-grained trace data
2023, Thinking Skills and CreativityAn exploration of instructional behaviors of a teacher in a mobile learning context
2023, Teaching and Teacher EducationCitation Excerpt :Although it might increase the teachers’ psychological anxiety due to the scattered teaching flow (Zhang & Yu, 2021), it is still a good opportunity for students to learn the way to troubleshoot technical problems. Lastly, the technical issue also reflected the need for fluent systems (Maich et al., 2017); therefore, communication between teachers and developers is essential (Bardach et al., 2021; Kraft et al., 2018). The contribution of this study is the various teaching patterns the teacher performed during mobile learning.
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
2021, Teaching and Teacher EducationCitation Excerpt :We included these variables to control for sociodemographic characteristics that have been shown to be related to our outcomes in previous studies (e.g., effects of gender and teaching experience on self-efficacy, see Huang, 2013; Klassen & Chiu, 2010). As another SBL study (with different content and a different design, see Bardach et al., 2021) had already taken place at these sites, the participating preservice teachers were asked whether they had participated in this study. Prior participation was used as a further control variable (0 = no, 1 = yes).3