Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support

Weber, Kira Elena; Prilop, Christopher Neil; Kleinknecht, Marc

doi:10.1016/j.lcsi.2019.100318

Cited by 11 publications

(13 citation statements)

References 49 publications

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“…What can we infer about the role of feedback and reflection in the context of SBL activities? Guided by these questions, the present study tested the effects of an SBL intervention and their varying components on student teachers' self-efficacy and their emotional, motivational, and cognitive classroom readiness--as important teacher education outcomes on their own and factors that should facilitate the navigation through the often challenging practicum period (e.g., Weber et al, 2019;Schwarzer & Hallum, 2008).…”

Section: Discussionmentioning

confidence: 99%

The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

Bardach

Klassen

Durksen

et al. 2021

Computers & Education

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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.

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Section: Discussionmentioning

confidence: 99%

The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

Bardach

Klassen

Durksen

et al. 2021

Computers & Education

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show abstract

“…To address the challenges brought about by BL, it is necessary to provide teachers with appropriate support and build a teacher support system (Albó & Hernández-Leo, 2020). Weber et al (2019) probed the support for pre-service and novice teachers, pointing out that their self-efficacy is significantly related to the support they want and that adequate support can protect their self-efficacy. Hockly (2018) concluded that teacher training is an important aspect of teacher support.…”

Section: Introductionmentioning

confidence: 99%

What kind of support do teachers really need in a blended learning context?

Zhao

Song

2021

AJET

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Teachers in higher education are the principal participants in blended learning (BL). Without their engagement, any attempt at BL might fail. In the process of BL implementation, they are faced with various challenges and are mostly not well prepared. However, studies have often neglected the feeling of teachers and their anxieties during BL implementation. There is insufficient research on teacher-related factors, especially teacher support. To address this question, a questionnaire was conducted among 123 respondents from 10 universities in China between March and May 2020. An analysis of the data collected shows that BL is widely recognised by teachers, but they lack confidence in their competence in BL implementation. The top three difficulties that faculty face are increased workload, a lack of funds to build their own courses and a lack of time to prepare online activities. Further, respondents have a clear need for pedagogical support, financial and infrastructure support, policy support, technical support and emotional support. These findings indicate that a targeted support system should be constructed to address these difficulties. Special attention should be paid to formulating BL guidance, offering a supportive environment that values BL efforts and relieving the workload of faculty. Implications for practice or policy: BL teachers need various support to design and implement BL courses. Higher education institutions should formulate guidance and clarify the definition and key implementation elements to guide BL practice. Management departments of higher education institutions should take effective measures to alleviate the burden of teachers. The training of teachers in the application of BL technology should focus on strengthening technological content knowledge and technological pedagogical knowledge.

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“…What can we infer about the role of feedback and reflection in the context of online SBL activities? Guided by these questions, the present study tested the effects of an online SBL intervention (with random assignment) and the intervention's varying components on student teachers' self-efficacy and their emotional, motivational, and cognitive classroom readiness--as important teacher education outcomes on their own and factors that should facilitate the navigation through the often challenging practicum period (e.g., Weber et al, 2019;Schwarzer & Hallum, 2008). Focusing on overall intervention effects in the main analyses, the results revealed that participating in one of the intervention groups, as compared to the control group, had a significant positive effect on cognitive classroom readiness, with a standardized mediumsized effect.…”

Section: Discussionmentioning

confidence: 99%

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

Bardach¹,

Klassen²,

Durksen³

et al. 2020

Preprint

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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.

show abstract

Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support

Cited by 11 publications

References 49 publications

The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

What kind of support do teachers really need in a blended learning context?

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

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