Advances in research on educational technologies and increasing access to computers offer teacher education providers numerous tools and opportunities for supporting student teachers. However, systematic investigations of online interventions using complex classroom scenarios (scenario-based learning activities) are currently lacking. This study tested whether an online scenario-based learning activity has a positive impact on student teachers’ self-efficacy and emotional, motivational, and cognitive classroom readiness before they start their first teaching practicum. In order to draw differentiated conclusions, we explored whether the effectiveness of the intervention depends on the inclusion of automatized 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:control group (online scenario-based learning activity), intervention group 1 (online scenario-based learning activity and feedback), and intervention group 2 (online scenario-based learning, feedback, and reflection). The findings indicated that, compared to the control group, both intervention conditions had a significant positive effect on cognitive classroom readiness. A significant positive 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 and points towards the importance of combining feedback and reflection within online scenario-based learning activities.

教育技术方面的研究进展以及对计算机的日益普及为教师教育提供者提供了许多支持学生教师的工具和机会。但是，目前尚缺乏使用复杂教室场景（基于场景的学习活动）的在线干预的系统调查。这项研究测试了基于在线情境的学习活动是否对学生教师的自我效能以及情绪，动机和认知课堂的准备程度产生积极影响，然后才开始他们的第一个教学实习。为了得出不同的结论，我们探讨了干预措施的有效性是否取决于自动化专家教师反馈的纳入以及对情景进行反思的机会。共有238名澳大利亚学生教师（女性占64.3％，标清 = 6.64）参加了这项研究。将学生教师随机分配到以下三个实验条件之一：对照组（基于网络情景的学习活动），干预组1（基于网络情景的学习活动和反馈）和干预组2（基于网络情景的学习，反馈）和反射）。研究结果表明，与对照组相比，两种干预条件对认知课堂的准备程度都有显着的积极影响。在干预组2中发现了对自我效能的显着积极影响。总体而言，我们的研究表明，易于实施的在线干预在增强自我效能和课堂准备方面的潜力，并指出了将反馈与反思相结合的重要性。基于情景的在线学习活动。