ORCID Profile
0000-0002-1127-5777
Current Organisation
University of Oxford
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Publisher: Center for Open Science
Date: 13-05-2020
Abstract: 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 therefore aimed to test 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: waiting-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, as compared to the control group, both intervention types 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.
Publisher: Center for Open Science
Date: 02-06-2020
Abstract: In this study we report two studies on the development and testing of a scenario-based learning (SBL) activity delivered to 191 preservice teachers in the UK and Australia. SBL uses interactive, realistic classroom scenarios, coupled with self-reflection and feedback from experienced teachers to enhance the self-efficacy and classroom readiness of preservice teachers. Findings from Study 1 indicated that participants found the activity engaging and useful, and reported a high level of agreement that the activity 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. A quasi-experimental design in Study 2 revealed statistically significant increases in emotional classroom readiness, but not in teaching self-efficacy, motivational classroom readiness, or cognitive classroom readiness. We conclude that an SBL activity can play an important role in preparing preservice teachers for school-based teaching placements.
Publisher: Elsevier BV
Date: 08-2021
Publisher: Center for Open Science
Date: 23-04-2020
Abstract: Teachers around the world are in short supply in England teacher shortages have been labeled a ‘catastrophe’. For national education systems, the goal of an effective teacher recruitment strategy is not simply to attract more applicants, but to attract high quality applicants who are well-suited to teaching and are likely to remain in the profession. The goal of this article is to examine teacher recruitment strategies in England and to propose ways to improve these strategies. We begin by reviewing personnel recruitment theories and research from education and related fields. Next, we analyse publicly available teacher recruitment strategies and messages from two key education organisations in England. We then compare teacher recruitment strategies with strategies and models developed in health professions (as presented by the National Health Service [NHS]). We conclude by proposing how teacher recruitment strategies in England could be more strongly grounded in relevant theoretical and empirical work.
Publisher: Informa UK Limited
Date: 08-2012
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Robert Klassen.