Can an online scenario-based learning intervention influence preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession?

Robert M. KLASSEN, Hui WANG, Jade V. RUSHBY

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

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. Copyright © 2023 The Authors. Published by Elsevier Ltd.

Original languageEnglish
Article number104935
JournalComputers and Education
Volume207
Early online dateSept 2023
DOIs
Publication statusPublished - Dec 2023

Citation

Klassen, R. M., Wang, H., & Rushby, J. V. (2023). Can an online scenario-based learning intervention influence preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession? Computers and Education, 207, Article 104935. https://doi.org/10.1016/j.compedu.2023.104935

Keywords

  • Improving classroom teaching
  • Teacher professional development
  • Teaching/learning strategies
  • Self-efficacy
  • Career intentions

Fingerprint

Dive into the research topics of 'Can an online scenario-based learning intervention influence preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession?'. Together they form a unique fingerprint.