In this study we 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.

在这项研究中，我们报告了两项针对基于情景的学习（SBL）活动测试的研究，这些活动已交付给英国和澳大利亚的191名职前教师。SBL使用交互式课堂方案来提高职前教师的自我效能和课堂准备能力。研究1的结果表明，参与者发现这项活动引人入胜并且很有用，提高了自我效能感，并为教学实习做好了准备。研究2的发现表明，大多数参与者报告了更高水平的安置自我效能感和准备能力。情绪上的课堂准备程度有统计学上显着的干预效果，但对教学自我效能，动机性课堂上的准备程度或认知课堂上的准备程度没有影响。