In this study the authors report two studies on the testing of a scenario-based learning (SBL) activity delivered to 191 preservice teachers in the UK and Australia.
SBL uses interactive classroom scenarios to enhance the self-efficacy and classroom readiness of preservice teachers.
Findings from Study 1 indicated that participants found the activity engaging and useful, with increased self-efficacy and preparedness for teaching placements.
Findings from Study 2 revealed that most participants reported higher levels of placement self-efficacy and preparedness.
There was a statistically significant intervention effect on emotional classroom readiness, but not on teaching self-efficacy, motivational classroom readiness, or cognitive classroom readiness.