The Power of Feedback and Reflection: Testing an Online Scenario-based Learning Intervention for Student Teachers

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.

A personalized feedback system to support teacher training

“…In the study of Wang, Miller and Cortina (2013), a speech recognition recorder, called LENA (Language ENvironment Analysis), was used to create an automated teacher feedback system to help teachers monitoring and limiting the time they talk, in order to increase students' active participation in lessons. In Bardach et al (2021), an online scenario-based learning was used to prepare student teachers for the classroom readiness and self-efficacy, providing feedback on authentic learning experiences that teachers can solve in everyday practice.…”

Examining Relationships Between Field Placements and Preservice Teachers’ Self-Efficacy and Career Plans

“…For example, Sayeski and Paulsen (2012) analyzed PSTs' evaluations of their cooperating teachers, across content areas, at one TPP, and found that PSTs want direct feedback, with space to explore their own concepts of teaching. Several studies have found that the quality and frequency of cooperating teachers' coaching was related to increased self-efficacy (Bardach et al, 2020;Lee et al, 2011). Because both cooperating teachers and university field supervisors are in positions to support preservice SETs with feedback and guidance to learn, they likely both shape the extent to which the field placement fosters preservice SETs' teacher self-efficacy.…”