|Titel||Scaling CPD through professional learning communities: Development of teachers’ self-efficacy in relation to collaboration|
|Autoren||Weißenrieder, J, Rösken-Winter, B, Schüler, S, Binner, E, Blömeke, S|
|Journal||ZDM Mathematics Education|
|Schlüsselwörter||continuous professional development, multipliers, professional learning communities, self-efficacy|
Whereas much is known about designing effective continuous professional development (CPD) for teachers, little is known about spillover effects of CPD by fostering collegial interactions. In this respect, the self-efficacy expectancy of multipliers to spread CPD issues within their own school is an important predictor for scaling at large. Self-efficacy can be fostered through various sources within CPD courses including role plays and phases to test issues in practice. One essential endeavor lies in initiating collaboration in professional learning communities (PLCs). In the study at hand two courses explicitly supporting multipliers to actively engage in PLCs are in the focus. In a pre-post-design participants’development of self-efficacy was measured in relation to collaboration, and compared to a control group. As instrument we applied an adapted version of the self-efficacy scale by Schwarzer and Jerusalem (1999), which yielded a high internal reliability (Cr alpha=.950). Our results point out different developments within the two specific CPD courses, with one course featuring a significant development of middle size effect (d=.31). In addition, developments were found to differ with respect to the duration of the CPD course.