Video models do not increase trainee teachers’ self-efficacy for questioning for retrieval relative to restudy¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was no measurable difference in self-efficacy improvement between the model conditions and restudy (p = 0.640). → Sam Sims 2026

Evidence¶

Sam Sims 2026¶

Sam Sims, Harry Fletcher-Wood, Thomas Godfrey-Faussett, Peps Mccrea, Stefanie Meliss. (2026). Modelling evidence-based practice in initial teacher training: effects on teachers’ skills, knowledge and self-efficacy. Instructional Science. https://doi.org/10.1007/s11251-026-09779-2

q3 · i? · causal · r2

Pre-registered regression (Model 1) on an adapted Teacher Self-Efficacy Questionnaire (Cronbach’s α = 0.78) administered after the second simulator attempt; the article reports “no measurable difference in the rate at which the two groups improved their self-efficacy”.

"The results confirm that there was no measurable difference in the rate at which the two groups improved their self-efficacy (p = 0.640)."

Discussion¶

Related Claims¶

• Restudy of an evidence summary alone produces no measurable skill improvement between simulator attempts — related
• Exposure to a video model improves trainee teachers’ skill in using questioning for retrieval by 0.80 SD relative to restudying the evidence summary — related
• Video models with integrated theory do not improve trainee teachers’ knowledge of questioning for retrieval relative to restudy — related
• Long video-based modelling examples did not improve diagnostic strategy knowledge, skills, self-efficacy, or cognitive load relative to independently practising in a computer simulation — related
• Adding theory annotations to a video model yields no additional skill benefit over the same unannotated model — related
• All participants reported higher teaching self-efficacy after the teaching-simulation training — related