Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy

We explore how an online ‘scenario-based learning’ (SBL) intervention is associated with the teaching-related self-efficacy of 1261 preservice teachers recruited from an initial teacher education (ITE) program in the UK. Participants completed four 1-hour online sessions involving realistic classroom scenarios and received real-time feedback on their responses. Results showed a positive upward trajectory for self-efficacy with some variation among the self-efficacy subdomains. Results from open-ended responses following the intervention showed how reflection on scenarios and feedback played a role in preservice teachers' self-efficacy. The findings highlight the benefits of providing preservice teachers with low-risk, authentic classroom experiences bolstered by expert feedback and opportunities for reflection. • Preservice teachers' self-efficacy is dynamic. • A scenario-based learning intervention increased teaching self-efficacy. • Self-efficacy beliefs vary according to self-efficacy sub-domain. • Reflection and feedback influenced confidence for teaching.